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一个领导应该要了解被他领导和管理的人，沟通价值观和优先事项，并模拟良好的实践。有力的领导者会采取战略方法并以身作则。最重要的是，他们知道人是他的关键资源，没有了他们，就没有可以领导和管理的组织（Kydd, 2003）。

一个有力的领导应该拥有区别于其他教职工的基本特质。正如史密斯（1993）所说，一个有力的校长对学校有愿景和使命。他激发员工对学校使命的承诺，从而为他们的工作指明方向和目标。校长通过分配工作，委派责任，鼓励参与专业发展计划，以及利用教师在这些项目中获得技能来协调学校的工作。他确认别人（尤其是教师）的工作，并在他认为需要的时候给出反馈和加强。由此，他形成了对学校愿景的理解并建立学校氛围。

A leader is considered to be a person who knows about the people being led and managed, communicating values and priorities and modelling good practice. Effective leaders adopt a strategic approach and lead by example. Most importantly they know that people are their key resources and without them, there would be no organization to lead and managed (Kydd, 2003).

An effective headteacher should have some basic characteristics that distinguish him from the other staff of the school. As Smith (1993) implies, 'an effective headteacher has a vision and a mission for the school. He inspires commitment to the school's mission and so gives direction and purpose to its work. He coordinates the work of the school by allocating roles and delegating responsibilities, encouraging staff involvement in professional development programmes and makes use of the skills teachers acquire in these programmes'. He recognizes the work that is done by others (especially teachers) and gives feedback and reinforcement whenever he considers necessary. He can therefore foster an understanding of the school vision and establish the school climate.

Ubben and Hughes (1992) stated that principals could create a school climate that improves the productivity of both staff and students and that the leadership style of the principal can foster or restrict teacher effectiveness. Definitely, a positive school climate can enhance staff performance, promote higher morale, and improve student achievement (Freiberg, 1998). It may be considered as the one of the most important components of the school reform. A positive school climate promotes higher academic achievement, helps students realize and reach their maximum potentials and generally contribute to the improvement and effectiveness of the school.

If principals are highly skilled, they can develop feelings of trust, open communications, collegiality, and promote effective feedback. In the complex environment of schools, all headteachers need to understand teachers' perceptions of their behaviors. They must know and understand how to provide the foundation for creating an atmosphere conducive to change. They must also be able to become conscious of the needs of their teachers, empower them to share the vision, and enable them to create an effective school climate.

A skilled headteacher is the one that has sensitivity towards personal problems of the others. He is able to understand peoples' needs, according to their background and their emotional issues (Smith, 1993). He is not only a typical, professional headteacher, but also a human with feelings and principles. Besides, by showing interest towards teachers' and pupils' problems, he can reduce the employees' negative attitudes in their school working environment and make both teachers and pupils feel valuable.

In a school's environment, good communication and collaboration between the teachers, is of great importance.

Collegiality is strongly related with the interdependence of the teachers in the school. The good relationships among them are essential an