In a society that is constantly changing and transforming, schools constitute the primary institutions responsible for students’ education, must continuously adapt to evolving social and educational demands. Consequently, school management, and particularly the school principal, should serve as the primary agent of educational reform and innovation. Besides, the role of the principal/leader is considered particularly decisive, as he/she undertakes to organize and restructure the school, achieving the smooth integration of educational changes/innovations in the new data imposed by the modern Greek reality ([31]).

As a natural consequence, managers/leaders are important agents of change, and not only for education in general. The increasing demands placed upon contemporary schools mean that in order to achieve their administrative task effectively, principals need to develop specific practices and cultivate certain key leadership characteristics. Also, both the modern management techniques they apply and the leadership styles according to which they choose to manage with the ultimate aim of promoting educational change/innovation seem to play an important role. However, the isolated knowledge of certain management techniques and the adoption of a specific leadership model alone cannot guarantee effective school management ([7]). For this reason, it is particularly important for managers to be deeply knowledgeable about both modern effective management techniques and existing leadership styles in order to select and apply the most appropriate leadership and management practices for them. In other words, it seems more imperative than ever that principals need to be leaders for both the students and the teaching staff they manage. The school unit, therefore, is not only in need of principals who are mere executors of their administrative tasks, but also in need of leaders who must know that more than ambition, knowledge, goal-orientation, influence, experience, professional and academic training are required in order to become worthy and effective leaders ([24]).

More specifically, it will present the attitudes, behaviours and opinions of the Greek Primary School principals in terms of leadership styles and the leadership models they choose to adopt in the school units they work in. All of the above aims to reflect the current situation and draw useful conclusions regarding the development of the quality of education provided and how it relates to the leadership styles that are chosen to be implement.

Accordingly, the present study addresses the following research questions:

RQ1: Which leadership styles are most frequently adopted by primary school principals in Greece?

RQ2: To what extent do principals perceive that their leadership style contributes to educational change and innovation?

RQ3: To what extent do principals believe that their leadership style contributes to improving the quality of education?

RQ4: What relationship exists between principals’ leadership styles and their perceptions of school improvement?

For the purposes of this study, educational changes/innovations refer to planned improvements in school organization, teaching practices, collaboration, and administrative procedures implemented to enhance school effectiveness. Quality of education refers to the perceived improvement of teaching, learning, school climate, collaboration, and the overall effectiveness of the school unit. Throughout the manuscript, the term leadership style refers to the educational leadership model reported by each participating principal.

Leadership styles determine how leaders influence the attitudes, behaviours and actions of others ([14]). In practice, it is a more substantive application of management theories through particular managerial abilities, knowledge and skills possessed. In particular, leaders influence theirs followers through their personal characteristics, values and professional practices ends up influencing his subordinates through appropriate actions. In addition, [17] point out that leadership styles are in many cases influenced by leaders’ personal motivations and professional orientations at the time, which accordingly shape his/her motivation and surrounding behaviour. Besides, it is particularly common nowadays, where several leaders through receiving adequate training and longitudinal introspection in management positions have managed to diversify or even radically change their initial leadership style ([3]).

Taking into account recent research by commendable scholars, we conclude that contemporary leadership patterns and styles have a specific range of characteristics that shape the individual dimensions of leadership. [26], after analyzing numerous articles dealing with educational-school leadership, developed a theoretical scheme consisting of six distinct models of leadership. According to this, they include managerial, participative, transformational, contingency, moral and pedagogical models of leadership. However, in subsequent years as reported in [4] four other models were added to the above typology. The models of Interpersonal, Transactional, Transformational or Distributed and Post-modern models (Table 1).

Table 1. Typology of forms of educational leadership.

This study employed a quantitative research design using a structured questionnaire, which contains small questions, trying to ensure objectivity and universal transparency through the generalization attempted by the large number of participants compared to the realization of a similar qualitative research study ([6]). In addition, this research tended to examine correlations of variables, which indicates the increased need to use the quantitative method as opposed to the qualitative method that attempts with open-ended questions to explore the existing variables ([32]).

The questionnaire consisted of sections covering demographic characteristics, leadership style, perceptions of educational change, and perceptions of educational quality. Most items were measured using closed-ended categorical questions and Likert-type response scales. The questionnaire was developed following an extensive review of the educational leadership literature (If applicable, add: “Prior to data collection, the questionnaire was pilot-tested with a small group of school leaders to ensure clarity and content validity.”) (If reliability was calculated, report Cronbach’s α values here; otherwise mention this as a limitation).

The target population consisted of primary and nursery school principals serving in Greece during the 2022-2023 school year. Participants were recruited through an electronic questionnaire distributed nationwide, and participation was voluntary and anonymous. Eligible participants were currently serving as school principals. As participation depended on voluntary responses, the sampling procedure is more accurately described as convenience (voluntary-response) sampling rather than simple random sampling. Since the number of principals invited to participate was not recorded, the response rate could not be calculated.

The present study adopted a survey research approach, since it produces quantitative data on the characteristics of a population and the correlations between them ([5]), which was conducted with the help of a closed-ended questionnaire. The sample consisted of 150 primary school principals (primary and nursery schools) from all over Greece. In this research, the questionnaire was considered the most appropriate data collection tool. A questionnaire is defined as a form, in our case an electronic form, containing a series of structured questions, presented in a specific order, which the respondent is asked to answer ([18]). The survey was conducted in the school year 2022-2023 and anonymity and other basic personal information of the participants was voluntarily preserved. All data were collected, coded and analyzed in order to obtain reliable and valid results using Ms Excel programs and IBM SPSS Statistics 25 statistical program. Data were analysed using IBM SPSS Statistics 25. Descriptive statistics (frequencies, percentages, means, and standard deviations) were calculated to summarise the responses. Kruskal-Wallis was actually performed, include the corresponding test statistics, H values, degrees of freedom, and p-values in the Results section.

The extraction of the survey results revealed important data and information that provide key answers to the research questions posed. To begin with, Table 2 shows the responses of primary school principals regarding the model of educational leadership that they apply in the school unit they work in. The responses indicated that participative leadership was reported by 54.7% of respondents, pedagogical and interpersonal leadership were each reported by 10.7% of respondents each and 9.3% are occupied by those who use transformational leadership. At the same time, those who use ethical leadership model reach 6%, those who use transactional leadership or managerial leadership reach from 3.3%, while only 2% of managers apply postmodern leadership (Figure 1).

Table 3 analyses the degree to which respondents believe that the form of leadership they follow brings about the corresponding changes in education 51.3% of the respondents strongly agreed with the above statement, 29.3% is reached by those who agree moderately and 13.3% belongs to those who agree to a very large extent. Those participants who agree a little or not at all represent 4.7% and 1.3% respectively (Figure 2).

Table 2. Models/styles of leadership which are applied.

Figure 1. Models/styles of leadership which are applied.

Table 3. To what extent do you think that your form of leadership brings about the corresponding changes in education?

Figure 2. To what extend do you think that your form of leadership brings about the corresponding changes in education?

Table 4 presents the respondents’ opinion on whether their leadership styles play a decisive role in the quality improvement of education. 46% strongly agreed, 41.3% answered “very much”, 12% moderately agreed and 0.7% do not agree at all (Figure 3).

Table 4. Do you consider that leadership style you apply play a decisive role in improving the quality of education?

Figure 3. Do you consider that leadership style you apply play a decisive role in improving the quality of education?

Table 5 presents the Kruskal-Wallis test conducted to address the final research question. However, it appears that there is no statistically significant difference in the principals’ views regarding the pivotal role of leadership style in the qualitative upgrading of the school unit, based on the leadership style they adopt.

Table 5. Kruskal Wallis tests of the influence of leadership style on the quality improvement of the school unit.

Establishing an effective school environment presupposes that the principal behaves and acts in school activities as a “leader” ([28]). The school principal plays a pivotal role in shaping the quality improvement of the teaching work, the effective implementation of the vision and goals initially set for the school unit ([33]). Thus, the manager-“leader” must be deeply knowledgeable about leadership styles and management theories in order to be able to understand the needs that exist, supervise and coordinate the methods he will apply. Next, for the purposes of enhancing the quality of the practices it chooses, it must shape the most appropriate and effective for the school culture ([7]).

[16] point out that leadership styles are in many cases chosen by the personal needs of the leader, which accordingly shape his motivations and surrounding behavior. After all, the phenomenon is particularly common nowadays, where several leaders, through receiving adequate training and long-term introspection in administrative positions, managed to differentiate or even radically change their original leadership style ([3]).

From the above results important information on the role of leadership styles on the quality of education provided in primary education in Greece can be extracted. First, the interviewed primary school principals answered the related question about the leadership style they use in their workplace (Table 2, Figure 1). The majority of participants reported adopting a participative leadership style (54.7%), which contributes to the admission that in the school unit there are leadership tasks that one person alone is practically impossible to fully respond to. For this reason, the necessity of having more than one leader is emphasized, as the administrative-bureaucratic work that a manager is called upon to handle nowadays is particularly increased ([23]). While a smaller percentage follows pedagogical leadership (10.7%), which focuses on teaching and learning ([30]), interpersonal leadership (10.7%) with collegiality, cooperation and the development of interpersonal relationships ([37]) and transformational leadership (9.3%) through the continuous improvement processes that support organizational development of an educational organization ([21]). Undoubtedly, therefore, the research highlights the strong interest of managers and their practical support towards their subordinates, mostly following the participative leadership model ([9]).

Particularly important is the collaboration between teachers and the principal/leader (participative leadership), which should aim at satisfying the school vision and goals set by the school, in order to achieve by consensus the appropriate actions that will bring about the intended educational changes/innovations ([11]; [27]). Cooperation between the members of the educational organisation in order to have the desired results requires clear supportive actions in this direction. Some of them are the encouragement of a positive school climate, the formation of an appropriate school culture, the creation of a climate of trust, the strengthening of two-way communication and the planning of group educational activities ([34]). All the above are reflected in Τable3, Figure 2 as the respondents who mostly adopt the participative leadership style support strongly (51.3%) or very much (13%) that this form of leadership brings about the corresponding changes in education. Presumably the above mentioned percentages include respondents who adopt the transformational leadership model as it favours educational changes and developing an innovative climate ([12]). In contrast, overall, the remaining percentage of respondents, which is not particularly negligible, highlights important issues in our education. The adoption of leadership models on the part of principals that do not promote educational change and consequently do not succeed in modernizing and upgrading the quality of education provided is an unsolvable problem for primary education ([22]).

The principal-“leader” occupies a very important role in shaping the quality improvement of the teaching work, the effective implementation of the vision and goals initially set for the school unit ([13]). The principal “leader” must transition to diverse reforms, seek continuous improvements through innovative pedagogical methods and build meaningful partnerships. In addition, it must develop a climate of autonomy in the school environment, to follow a school vision and to transmit the school culture to the teaching staff based on the needs and continuous improvement of the school unit it manages ([2]; [8]). In order to be considered successful and effective, a principal “leader” must be able to apply different management strategies, using whichever one is appropriate according to the needs of the school. From Τable4, Figure 3, it is clear from the majority (87.3%) of the respondents (46% strongly, 41.3% very much) that they adopt all the above characteristics in order to be effective leaders. Besides, according to the findings of the study the manager-leaders claim that the leadership styles they chose to apply play a decisive role in improving the quality of education. Undoubtedly, it is an important example for the leadership of primary education in Greece as it is heading in the right direction of a developing and qualitatively modernized education. Steps in this direction are sought by an efficient leadership that has as its main objective the proper functioning and at the same time guarantees the progress and development of education ([35]; [24]; [25]).

There are limitations in this research which are important to take seriously. To begin with, this research mostly used closed-ended questionnaires for data collection. Such questions may limit the respondents’ ability to choose possible answers. As a result, there is an increased likelihood of the phenomenon whereby participants may not fully express their views on certain questions they were asked to answer ([38]).

Equally important is the fact that the questionnaire is self-reporting. The exploration and inference was obtained through the personal views of primary school principals on the school units they manage. This may raise concerns regarding the validity of self-reported responses as the views of headteachers may not fully reflect the school reality while preserving both their administrative authority and the authority of the school they run. It is worth pointing out that it is common for respondents to wish to present a good image of themselves and the school they represent, overlooking true feelings, beliefs and the actual behaviour of themselves and those around them ([32]). In other words, mainly for ethical reasons, teachers and principals should participate in similar future surveys answering the same questions. Thus, the research approach that will emerge from cross-referencing the views of principals with those of teachers serving in their school will undoubtedly provide more reliable and more robust conclusions.

Moreover, the time factor should definitely be included as a limiting factor, as the research was conducted in a strictly given period of time as opposed to a longitudinal research that could probably provide more information and secure conclusions regarding the correlation between leadership styles and educational innovations/changes, which de facto need the necessary time in order to be implemented and then investigated.

In conclusion, the absence of a study of qualitative characteristics in the research also presents several disadvantages. The lack of significant data on the philosophy with which respondents were asked to make responses by the researcher combined with the increased risk of misinterpretation of some questions are two key issues ([15]). However, given the strict research timeframes set and the distance of the research schools from the researcher, it was deemed most appropriate to apply quantitative research.

The research highlighted the strong interest of the managers and their practical support towards their subordinates, mostly following the participative leadership model. In addition, their belief that the leadership style they apply plays a decisive role in the improvement in school quality was highlighted. In addition, the way a school unit is managed undoubtedly affects the developing interpersonal relationships between members of the educational organization and shapes the overall school climate.

An effective manager-leader, in addition to the formal qualifications he/she must possess in terms of academic knowledge, educational experience and experience of taking on responsibilities, must have personal skills and personality traits to successfully cope with the tasks he/she undertakes ([1]). More specifically, the principal is the one who will take the active initiative to change the culture of the school unit, as based on [10], in a study by Rosenholtz, the effectiveness of the school leader is reflected in their ability to strengthen the culture of the school community, promote values, attitudes, thinking and innovative views, as well as contribute to the redistribution of administrative power and the partnership between teaching staff and students.

Responsible for the achievement of the above objectives is the leader who, through his/her behavior and attitude, should be a role model for the enhancement of collegiality and the resolution of disagreements and conflicts that arise by calming the climate and promoting collegiality among members ([24]). The principal is considered effective when he can exert influence on his subordinates by using his persuasion rather than by abusively and coercively demonstrating his authority. When leadership is successful, the leader’s influence on the teachers’ association is permanent and continuous rather than a sporadic and occasional condition ([19]).

All of the above are typical examples of effective school leadership, which operates with features that are characteristic of both participatory and transformational management models. Nevertheless, the conclusion of the study highlighted leadership models that are not really in line with the constant adoption and implementation of educational changes. Thus highlighting an important aspect of structural challenges within the Greek educational system, which, by hindering the reconfiguration of education, essentially fails to modernize and upgrade the quality of the educational work produced.

The survey compiled as clear a picture as possible of primary school principals’ views on leadership styles in Greece. However, the study of the literature leads to the conclusion that there are no corresponding research approaches that produce similar results for secondary education. Therefore, a similar study in secondary education would provide a more comprehensive picture of what prevails in compulsory education on a nationwide basis. Future researchers could also engage in a comparative study of existing research with similar research in foreign countries. Thus, the investigation of the most influential leadership styles, with the aim of achieving the most effective and qualitative primary education possible, could be assimilated in the Greek educational system in the future.

In addition, future research combining both qualitative and quantitative methodological approaches could confirm the results of the present study. “The use of different methods through their mutual validation can work cumulatively to accurately capture the same phenomenon under investigation” ([36]) which becomes absolutely necessary for the completion of a multifaceted and multiprismatic approach to research data.

In addition, it would be of particular interest to the scientific community to conduct a future case study research. An in-depth exploration of the data of the leadership styles employed through an in-depth study examining multiple aspects of the school environment. Thus, by conducting interviews involving all stakeholders, coupled with the extraction of information from observations, focus groups and the study of each school’s records, new data could undoubtedly emerge on the role of leadership styles, the management practices employed and their influence on the education provided.

Taking into account the contribution of the manager and the leadership styles he applies to training, the importance of conducting future research is concluded, in order to investigate the views of managers on the necessary trainings and self-improvement practices with the ultimate goal of developing their managerial role and consequence of the quality upgrade of the education provided.

In addition, it would be equally necessary to give further emphasis to the investigation of additional variables that involve both enhancing and inhibiting factors in the effort made by managers/leaders in adopting and implementing leadership styles. Also, it would be useful to examine the correlation of leadership styles with the quality improvement of education based on clear criteria regarding the administrative practices followed, the school climate, the school culture and the innovations implemented. After all, the school climate, school culture and innovations are undoubtedly key factors that influence the educational work provided by a school community ([20]).

In conclusion, through the realization of the above investigations, useful information and conclusions will be extracted with the aim of using them as feedback both for the improvement of the education provided. Thus, through the readjustment of direction in terms of Greek education policy, the main purpose to achieve the above goal will be the training and information of both administrative and educational staff about leadership styles and their influential role in education ([29]).