The Communication from the Commission. Europe 2020, the Lithuanian Progress Strategy (Lithuania 2030) point out that ‘leadership is the essential driver for future growth’, which may result in better outcomes not only in education but also in all the areas of life in the country. To achieve this, it is necessary to educate and develop leaders in various spheres. Perceiving the fact that leaders can be developed only by leaders, the main focus in the system of education should be placed on training teacher, who contribute to revelation of young leaders. This is also confirmed by the provisions of the National Strategy for Education 2013–2022 (Draft of 6 November 2012), which outline the necessity ‘to identify stimuli and conditions for establishment of communities that consist of reflecting, creative and professional teachers <...>, for development of mobilising leadership skills of heads of education institutions <...> for achievement of such level of pedagogical communities, when their critical mass consists of reflecting, professional teachers, who are ready develop professionally lifelong and to work efficiently’. L. Stoll, C. Jackson, E. Hargreaves, D. Fink and other authors  state that the purpose of leadership in education  is to improve each school  and the whole education system  at all levels: in classroom, school, municipality, higher education institution as well as at national and international level.

The international OECD PISA (2006; 2009), IEA, TIMSS and PIRLS research show that achievements of Lithuanian school students have been deteriorating. The international research also substantiate the fact that there is a strong correlation between teachers - leaders and learning motivation of school students since such teachers are capable of  creating teaching (learning) environments, encouraging school students’ initiatives and establishing conditions for creative activities, etc.

At international level leadership in education has been analysed considering the following aspects: teachers’ leadership (MacBeath, Myers, 199; Martinez, 2004; Kelley, 2011), leadership in educational institutions (Cheng, 1994; Fiedler, 2002; Marzano, Waters, McNulty, 2011; Glickman, 2010) and correlation between the  teachers’ leadership and school students’ learning outcomes (Robinson, 2011). Leadership in education has been analysed in Lithuania taking into account the following: teachers’ leadership and its characteristics (Pranckūnienė, 2007; Rupšienė, Skarbalienė, 2010), development of leadership at school (Cibulskas, Žydžiūnaitė, 2011, 2012), the phenomenon of leadership of head of school  (Žvirdauskas, Jucevičienė, 2004; Žvirdauskas 2006; Pileckienė, Žadeikaitė, 2009), influence of leadership on organisation management (Baronienė, Šaparnienė, Sapiegienė, 2008; Ališauskas, Dukynaitė, 2007) and influence of systematic thinking on leadership (Skaržauskienė, 2008).

The scientific analysis raises problem-based question: how to model teacher training and what policies should be introduced to enable teachers to become not only specialists in their sphere but also to act as initiative and creative establishers of education process (leaders)?

The goal of the research: to investigate students’ attitude to leadership as a prerequisite for success in pedagogical work.

The objectives of the research:

1. to identify expression of teachers’ leadership at school;
2. to identify students’ attitude towards leadership;
3. to construct and present model for leadership skills.

1. A. Harris (1999). Leadership and School Improvement: what’s new? In Improving Schools. SAGE Journals Online. 2. R. J. Marzano, T. Waters, B. A. McNulty (2005). School Leadership that Works. Aurora, CO: McRELL. 3. M. C. Martinez (2004). Teachers Working Together for School Success. California: Corwin Press. 4. V. Robinson (2011). Student-Centred Leadership. USA. 5. T. Jackson, J. Burrus, K. Bassett, R. D. Roberts (2010). Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice. http://www.ets.org/Media/Research/pdf/RR-10-27.pdf 6. R. J. Sternberg (2005). WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized. Educational Psychology Review.