School principals as leaders: Pre-service and in-service teachers’ perspective

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Pelagia A. Stravakou
Evangelia C. Lozgka

Abstract

Problem Statement: Despite the intertemporal, voluminous, and transcultural study of leadership; this phenomenon continues to be contested and elusive. Scholars also highlighted that the existing school leadership models are incomplete and the relevant research is dominated by the principals’ perspective. Therefore, it is suggested that the followers’ views should be included in the discussion of leadership, as the latter is commonly considered as an influential relationship or process, where followers choose willingly to follow their leader because he/she fulfills their expectations and wills. Consequently, the exploring of how teachers want their school leader can offer new prospects in the understanding of leader-followers relationship in school leadership.Purpose of Study: This study explores the pre-service and in-service teachers’ views about what they want and expect from School Principals as leaders to willingly follow them. Methods: The sample consisted of 36 teachers purposefully recruited. Written texts were used as a research tool, where participants were asked to write down spontaneously their thoughts, and content analysis was used as a research method. Findings: The findings showed that the teachers referred to particular leadership characteristics, skills, values, and practices as desirable for school leaders. These findings are discussed in the context of the broad literature of leadership and in relation to the proposed leadership models. Conclusions and Recommendations: A conclusion to be drawn is that teachers’ perspective contributes to a more balanced view on managerial leadership, while authors further suggest that this topic should be explored cross-culturally.


Keywords: School ,Pre-service, teachers’ perspective;

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