Least Common Multiple of Teacher Leadership Styles: Implication for Classroom

School teachers in the role of leaders interact directly with the students to develop their cognition for a desired outcome. At the same time they also form caring relationships with them, not only to guide them academically but also as mentors socially and spiritually. By and large students also possess certain capacity and motivation for their own learning. This capacity to a large extent is also influenced by teacher’s role in the classroom. Three factors have major influence to shape the effectiveness of a classroom: Learning outcomes, care and motivation. This study explains these factors and presents these in three dimensional models. Eight different combinations (models) emerged by considering extreme existence (+) or extinction (-) of the three factors, in order, to specify a particular leadership style for teacher leadership. To explore the implication of these different styles in a classroom, a list of eight most important aspects of a classroom were identified through literature and later on validated by experts and practitioners. The influence of the above three factors on these eight aspects were shared with the experienced teachers and head teachers. Most of the teachers and head teachers were of the view that presence of all the three factors is essential for an effective classroom.