Re-positioning strategies: the positioning challenges of newly appointed school principals

The study aimed to examine school principals' perspectives regarding the positioning of newly appointed school principals. Qualitative research was employed, and participants were selected through snowball and criterion sampling methods. Data were gathered using semi-structured interviews and narratives. The results revealed that newly appointed school principals' positioning was largely shaped by their interactions with teachers. Positioning challenges primarily stemmed from prejudices and communication barriers. School principals have identified communication strategies as a key factor in their re-positioning. Specifically, they should organize one-on-one or group meetings with teachers to gather feedback, explain upcoming changes and better understand staff perceptions regarding both the principal and evolving school dynamics. Furthermore, the study highlights the need for targeted training programs – developed in collaboration with universities and the Ministry of National Education – to strengthen principals' communication skills and professional image. These initiatives could play a pivotal role in supporting newly appointed principals as they establish their leadership positioning and foster constructive relationships within the school community.