Today, the traditional role of teachers is challenged, and teaching practice requires less time for face-to-face instruction, a unique position that does not impose responsibilities on one person (teacher or student) and creates a common teaching and learning space in which new knowledge is co-created and socially developed. This change requires teachers’ high professionalism and leadership skills, which is the key component of a successful educational process. Therefore, it is important for researchers, school principals, and teachers to understand better the predictive factors of teachers’ leadership, which should be developed, nurtured, and sustained. This study addresses the teachers’ leadership regarding their attitudes toward themselves, attitudes towards the school, teachers’ activeness, and stress experienced at school. The study involved 418 teachers from five regions in Lithuania. The findings indicate that the four analyzed factors, influencing teacher leadership are strongly interrelated. Moreover, the research results reveal determinants surrounding the factors of interest, which leads to a more complex understanding of underlying reasons and problems related to practicing teachers’ leadership at school.

中文翻译：

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教师领导力因素之间的关系

今天，教师的传统角色受到挑战，教学实践需要更少的面对面教学时间，这是一个独特的职位，不将责任强加给一个人（教师或学生），并创造了一个共同的教与学空间，其中新知识是共同创造和社会发展的。这种变化需要教师的高度专业精神和领导能力，这是成功教育过程的关键组成部分。因此，研究人员、学校校长和教师必须更好地了解教师领导力的预测因素，这些因素应该得到发展、培养和维持。本研究探讨了教师在对自己的态度、对学校的态度、教师的积极性和在学校经历的压力方面的领导力。该研究涉及来自立陶宛五个地区的 418 名教师。研究结果表明，影响教师领导力的四个分析因素密切相关。此外，研究结果揭示了围绕兴趣因素的决定因素，这导致对与在学校实践教师领导力相关的潜在原因和问题有更复杂的理解。