Main Article Content
Scholars have highlighted that the existing school leadership models are incomplete and the relevant research is dominated by the principals’ perspectives. This study explores the pre-service and in-service teachers’ views about what they want and expect of the school principals as leaders to willingly follow them. The sample consisted of 36 teachers purposefully recruited. Written texts, where the participants were asked to spontaneously write down their thoughts, were used as a research tool; and content analysis was used as a research method. The findings overall indicated that the ideal school leader from the teachers’ perspectives has mostly particular leadership skills, in a much lesser extent has both specific personality traits and enduring goals to pursue, while specific necessary qualifications are considered as the least desirable. These findings are discussed in the context of the broad literature on leadership and in relation to the proposed leadership models.
Keywords: School leaders, principals, teachers’ perspectives, qualitative research;
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).