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Results support improvement of university teachers’ training programs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nOlexandr Romanovskіy, Svіtlana Reznik, Yulia Chebakova  \nNational Technical University “Kharkiv Polytechnic Institute”, Kharkiv, Ukraine,  \n[romanovskiy_a_khpi@ukr.net](romanovskiy_a_khpi@ukr.net)  \nThe purpose of the article is to study the specificities of students’ perception of teacher leadership based on a comparison of the respondents’ assessments of teachers’ and managers’ personal qualities that define them as leaders in their professional activities. Teacher leadership may be associated with innovation, the use of techniques, pedagogical skills, organisational skills, creativity, personal qualities, etc. The following methods have been used in the research: questionnaires and tests based on the method of personal differentials. To determine the peculiarities of teacher leadership, a comparison between respondents’ answers about teacher-leaders and manager-leaders was made. The first group of respondents who evaluated the teacher-leaders included 87 students enrolled in the 6th year (master course) at the National Technical University “Kharkiv Polytechnic Institute”, Ukraine. The personal qualities of the manager-leaders were assessed by the masters ofthe “Public Management and Administration” at the same university, who study the master course having working experience from 3 to 23 years. The number of respondents in the second group was 81 students. The results of the research made it possible to determine that students associated pedagogical leadership, first of all, with moral and ethical qualities, pedagogical skills and the subject knowledge of their teachers. On the contrary, the qualities of active life most closely were associated with a manager-leader. The obtained results can be used in the development of university teachers’ training programmes.  \nKeywords: teacher leadership; personal qualities; teacher-leader; manager-leader; moral and ethical qualities.  \nIntroduction  \nIn various aspects, educational leadership can be considered: as an institutional leadership or as an individual leadership; as an innovative paradigm for the management of an educational institution or as an expert leadership (Kalashnikova, 2016) . An important public mission of the higher education institution is broadcasting of up-to-date knowledge, scientific research, training of specialists with a high level of professional and social competence, critical thinking, creativity and competitiveness. The leading role of universities in the implementation of a social mission is determined by many factors. However the most important of them is the quality of the university staff, highly skilled administration and scientific personnel.  \nEducational leadership is mostly considered through the prism of management of an educational institution. In particular, the distributed leadership model implies the responsibility of all teaching staff in the achievement of the goals of an educational institution (Bayraktar, Fidan, Sencan, 2018; Holloway, Nielsen, Saltmarsh, 2018; Von Esch, 2018) . The influence of a managerial staff on teachers and educational institution effectiveness are also emphasised (Giddens, 2018; Kohtamaki, 2019; Sirisooksilp, Ariratana, and Tang, 2015; Szeto and Cheng, 2018) .  \nThere is another direction of teacher leadership research in the context of the teaching and learning process (teacher leadership) . Cheung, Reinhardt, Stone, Little (2018) devised the Science Teacher Leader Profile, it involves four main activities including the modelling effective instruction. Based on the analysis of the perception of educational leadership by doctoral students and PhD students of the professoriate and an educational leadership professor (mentor) Malin and Hackmann (2016) considered and detailed the model of mentoring. Zacher and Johnson (2015) indicated that PhD students’ perception of their professors as transformational leaders positively correlates with the ratings of professors’ creat","cbCaidw1lgLKTqnt","https://ap.wps.com/l/cbCaidw1lgLKTqnt","pdf",327355,"English","# Introduction\n## Concept and models of educational leadership\n## Teacher leadership in teaching and learning\n## Study purpose and research approach","[{\"question\":\"How does the article define the focus of teacher leadership research?\",\"answer\":\"It studies how students perceive teacher leadership by comparing their assessments of teachers’ and managers’ personal qualities that characterize them as leaders in professional activity.\"},{\"question\":\"What methods are used to investigate students’ perceptions?\",\"answer\":\"The research applies questionnaires and tests based on the method of personal differentials.\"},{\"question\":\"Which qualities do students associate most with pedagogical leadership?\",\"answer\":\"Students link pedagogical leadership mainly to moral and ethical qualities, pedagogical skills, and their teachers’ subject knowledge.\"}]","TEACHER LEADERSHIP AT TECHNICAL UNIVERSITY | PDF",1792066357,18]