Structure, warmth, and cultural identity students’ perspectives on teacher leadership in Sweden’s multicultural classrooms

Teacher leadership plays a key role in shaping students’ academic engagement, classroom climate, and social development. In increasingly diverse Swedish schools, understanding students’ perceptions of teacher leadership has become particularly important. This study examines students’ perceptions of teacher leadership styles in Swedish classrooms, focusing on the qualities associated with effective leadership. Using a quantitative design, data were collected through a structured questionnaire administered to 81 students in two Swedish schools, the majority of whom had immigrant backgrounds. Findings indicate a clear preference for the authoritative leadership style, which students associated with warmth, structure, and mutual respect. Democratic leadership was viewed positively, though less strongly, whereas authoritarian and laissez-faire styles were viewed less favorably. These findings highlight the importance of balanced leadership approaches that combine clear expectations with supportive teacher–student relationships, particularly in culturally and linguistically diverse educational settings.