| Abstract [eng] |
The master’s thesis analyzes the image of the teacher as a leader and identifies the traits that constitute this image. The study is based on the concept that a teacher's image is formed as a subjective perception arising in an individual's consciousness through experience, emotions, and the social environment. The work conceptualizes the structure of the teacher as leader image, provides a theoretical basis for its constituent traits, and empirically identifies their expression within the studied population. Scientific analysis of the problem indicates that the teacher's image and teacher leadership are usually analyzed as separate research directions; therefore, an integrated study of the teacher as leader image remains underdeveloped. Consequently, there is a lack of empirical data regarding these specific traits. Accordingly, the objective of this work is to identify the traits comprising the image of the teacher as a leader. The theoretical part discusses the concept of the teacher as leader image and its theoretical justification by analyzing the concept of image, the factors forming a teacher's image, and the concept of leadership within the educational context. Based on a s ynthesis of image and leadership theories, the structure of the teacher as leader image is conceptualized. This structure is grounded in external elements of expression visual characteristics, communication, behavioral culture, and professionalism and identifies core traits: responsibility, values based posture, reflexivity and continuous improvement, emotional resilience, empathy, initiative, cooperation, and personal representation. In the empirical part, a quantitative study was conducted using an online survey to determine which traits respondents associate with the teacher as a leader and how these traits are evaluated. Non probability purposive sampling was applied: Lithuanian res idents aged 18 and older who have or had a teacher they consider a leader were surveyed. A total of 669 respondents participated, of whom 477 met the selection criteria and were included in the further analysis. The research results revealed that the image of the teacher as a leader in the studied population forms as a totality of interrelated but unequally manifested leadership traits. According to the respondents' evaluation, the core of this image consists of r esponsibility, value based posture, empathy, and reflexivity and continuous improvement. Statistically significant differences in trait evaluations were found based on age, gender, education, and relationship with the school. Evaluations of responsibility and values based posture differed across all mentioned criteria; empathy differed by age and gender; and reflexivity and continuous improvement differed by age, gender, and education. R espondents aged 26 55 and women provided higher ratings for these qualities . Qualitative analysis of open ended questions complemented the quantitative data, showing that descriptions of the teacher as a leader vary depending on the subject taught. Other theoretically identified traits emotional resilience, initiative, coop eration, and personal representation remain significant as complementary elements that contextually strengthen the image. The results can be used to purposefully strengthen the image of the teacher as a leader, viewing this as a strategic educational policy objective aimed at increasing the visibility of the teacher's personal leadership. The findings are relevant for plannin g teacher training, professional development content, and school level measures that enhance the visibility of core traits within the community. Furthermore, the results are relevant for future research, including longitudinal studies and evaluations of pr actical interventions. As the results reflect only the evaluations of the purposive sample, their generalization to the entire Lithuanian population aged 18 and older is limited. |
