• Tetiana Ponomarenko Vytautas Magnus university, Education Academy (LT)



teacher leadership, fractions, teacher lifeworld experience


The phenomenon of teacher leadership has been investigated over the past few decades. The purpose of the current paper is to explore the phenomenon of teacher leadership through investigation of lifeworld experience of Lithuanian in-service teachers in terms of eight lifeworld experience fractions: selfhood, sociality, embodiment, temporality, spatiality, project, discourse and moodedness. The focus group interview method was applied in order to explore the opinions and experiences of teachers. In total, 5 focus group interviews with 12 teachers were conducted. The research results indicate that the fractions of selfhood, moodedness and sociality are the most salient for Lithuanian teachers. The interpersonal nature of teacher leadership, the need of social persuasion and capability to sustain a successful interaction with students are discussed.




Download data is not yet available.


Andressen, P., Konradt, U., & Neck, C.P. (2012). The relation between self-leadership and transformational leadership: competing models and the moderating role of virtuality. Journal of Leadership and Organizational Studies, 19(1), 68-82.

Arslan, A., & Staub, S. (2013). Theory X and Theory Y Type Leadership Behavior and its Impact on Organizational Performance. Social and Behavioral Sciences 75(2013), 102-111.

ASCD Annual Report (2015). Learn. Teach. Lead. Retrieved from:

Ashworth, P.D. (2016). The lifeworld – enriching qualitative evidence. Qualitative Research in Psychology, 13(1), 20-32. DOI: 10.1080/14780887.2015.1076917

Dahlberg, K. (2006). The essence of essences the search for meaning structures in phenomenological analysis of lifeworld phenomena. International Journal of Qualitative Studies on Health and Well-being, 1, 11-19. DOI: 10.1080/17482620500478405.

Dahlberg, K., Dahlberg, H., & Nystrom, M. (2008). Reflective Lifeworld Research. Lund: Studentlitteratur.

Gill, R. (2006). Redefining leadership: A new model. In Theory and practice of leadership (63-95). London: Sage Productions.

Houghton, J.D., & Yoho, S.K. (2005). Toward a contingency model of leadership and psychological empowerment: When should self-leadership be encouraged? Journal of Leadership & Organizational Studies, 11, 65-83.

Hunzicker, J. (2012) Professional development and job-embedded collaboration: how teachers learn to exercise leadership. Professional Development in Education, 38(2), 267-289.

Janson, A., & McQueen, R.J. (2007). Capturing leadership tacit knowledge in conversations with leaders. Leadership & Organization Development Journal, 28(7), 646-663.

Kimwarey, M.C., Chirure, H.N., & Omondi, M. (2014). Teacher empowerment in education practice: strategies, constraints and suggestions. Journal of Research & Method in Education, 4(2), 51-56.

Muijs, D., & Harris, A. (2007). Teacher leadership in (in)action: three case studies of contrasting schools. Educational Management Administration & Leadership, 35(1), 111-134.

Pearce, C.L. & Sims, H.P. (2000). Shared leadership: Toward a multi-level theory of leadership. Advances in the Interdisciplinary Studies of Work Teams, 7, 115-139.

Rodd, J. (2012). Leadership in Early Childhood. Maidenhead: Open University Press.

Teacher Leader Competency Framework (2015). Retrieved from:

Williams, K M. (2015). Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. Electronic Theses and Dissertations. Retrieved from:




How to Cite

Ponomarenko, T. (2020). INVESTIGATING TEACHER LEADERSHIP: FRACTIONS OF TEACHER LIFEWORLD EXPERIENCE. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 3, 505-515.