EXPLORING TEACHERS' LEADERSHIP THROUGH PHENOMENOLOGICAL INQUIRY: INSIGHTS FROM STUDENTS IN CLASSROOM SETTINGS

Abstract

The study employed a hermeneutic phenomenology research design to investigate the experiences and significance of postgraduate students regarding teachers' in-class leadership practices and their impact on learning. The researcher's personal student background motivated the exploration in this specific domain. Participants were selected from the entire postgraduate student population in Lahore, with ten individuals chosen based on established relationships, expressiveness about their experiences, willingness to share, and ability to articulate their thoughts logically. A comprehensive interview protocol, validated through a mock interview, was employed to delve into the lived experiences of postgraduate students. Interviews were conducted through Team meetings. Throughout the interviews, the researcher applied bracketing, focusing on participants' experiences. Ten subsequent interviews were conducted.  Each participant shared anecdotes from their university experiences, describing interactions with their teachers. While most participants recounted positive experiences, some also shared negative encounters, citing instances where teachers seemed disloyal to their duties within the institute. It was found that Cooperative learning was a prevalent approach among teachers, with 60% adopting a democratic leadership style. However, a few participants noted that some teachers lacked a specific leadership style and teaching based on their mood swings. Certain teachers were acknowledged for their significant impact on students' performance. Those who were beloved by students typically followed a democratic leadership style, fostering a friendly environment that encouraged students to freely ask questions. However, instances of favoritism negatively affected student performance, with 30% to 40% of faculty members reportedly engaging in such practices. Participants collectively concluded that 60% to 70% of teachers exhibited strong leadership qualities in their classes. The most prevalent leadership practice identified was that of being a resource provider.