The purpose of this study is to analyse the attitude of four teachers to leadership in the classroom. The main research questions asked were:

• What are the teachers` views on leadership in the classroom?
• What does good versus  bad leadership mean to the teachers?
• What factors influence the teachers' leadership in the classroom, according to themselves?

The method used is the qualitative method and interviews, which is my empirical material, I relate to different theories and previous research of leadership.

The curriculum for the compulsory school system, the pre-school class and the leisure-time centre, Lpo 94, says a lot about how both the school and the teacher must pursue a democratic activity; the teacher must have a democratic leadership in the classroom (Lpo 94, s. 5). At school, the pupils should be met with respect, they should feel safe and be motivated to learn. They must constantly develop and have lots of opportunities to experience the joy of making progress (Lpo 94, s. 7).

A teacher's leadership is all about control and leading students to the goals that are set up and that pupils should achieve. Knowledge and development are the most important factors in school and therefore it is important to find out what different leadership styles that are most successful.