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This article focuses on identifying the way in which individual and organizational variables affect the classroom leadership behavior of teachers. Data were collected from 147 teachers and 2,430 students in 10 community colleges. The results indicate that the openness of interpersonal relations among the teaching staff and the teachers' assessments of their students may have an effect on their leadership behavior. Additionally, a moderating effect of teachers' attitudes toward student control was identified; the leadership of teachers having participative attitudes may be affected more by both formal and perceived v organizational participativeness than is the leadership of other teachers.

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