The purpose of this study was to see how teachers experience their own leadership style and how they did to get their leadership to work in the classroom. The purpose was also to understand the teachers’ actions, what they think is best for the students’ development and how they describe the leadership in the classroom. I interviewed six female teachers and they all have had many experiences since this is their profession. My research was based on Stensmo (2000). There are five dimensions this leadership is based on. These are planning, control, grouping, motivation and individualization. In this study I will perform how the teachers plan and organise their work based on students and work styles.

The method I used in this study was the qualitative method in which I as an interviewer posed questions to my informants.

The further into the studies I came I perceived that the teachers had different leadership styles.

Some educators had authoritarian tendencies, while some had democratic leadership style and the others had a different leadership which had an intermediate form; some of the authoritarian elements, but also moved towards the democratic leadership style. The last method that one of these six teachers used had a situational leadership style as her management style varied depending in what situation she was in.

So the results of this study do not only depend on what specific method you use for one kind of class. It is the activity in the classroom that decides how a teacher should be and which method she should use.

The teacher should be well prepared and planned before she enters the classroom. Clear rules and instructions give a functioning leadership in the classroom. The teaching should be fun and interesting and all students should have equal opportunity to achieve goals.