At the leisure-time center, leadership is an essential part of the teacher’s daily work. This study aims to create an increased understanding of what the leisure-time centers' teachers think about their own leadership and what knowledge that characterizes their own leadership. In the chosen theory, Côté & Gilbert (2009) mentions three different forms of knowledge: professional, interpersonal and intrapersonal knowledge, to achieve effective leadership. By interviewing several leisure-time center teachers, with insights into the centers daily activities, the study thus sought different experiences and thoughts about the leadership at the leisure-time center.

The result showed that the leisure-time center teacher’s leadership is context-dependent and needs to be adapted based on the situation, the student group and the social environment. It is required that leisuretime center teachers have an awareness and flexibility in their leadership in order to fulfill effective leadership. Great emphasis is placed on the students and the social environment where the creation of the relationships was most prominent in the leisure-time center teacher’s leadership. It emerged that Côté & Gilbert’s (2009) intrapersonal form of knowledge was overshadowed in the daily work. In order to achieve effective leadership in the work as a leisure-time center teacher, all three forms of knowledge need to be used in order to be able to develop.