Purpose This study investigates the early leadership experiences of novice school principals within Türkiye's centralized and bureaucratic education system. Using an ecological perspective, it explores how first-year principals interpret and enact their roles amid institutional complexity, relational tensions, and evolving leadership identities. Design/methodology/approach A qualitative, phenomenological research design was adopted to capture the lived experiences of 13 newly appointed public school principals serving in public schools located in the central districts of Ankara, Türkiye. Data were collected through in-depth, semi-structured interviews and analysed thematically using a six-phase thematic analysis framework. The analysis was guided by Wildy and Clarke's Place–People–System–Self framework, aligned with Bronfenbrenner's ecological systems theory. Findings Four inter-related themes define novice principals’ early experiences: contextual disorientation, inter-personal authority struggles, bureaucratic overload, and emotional strain. These themes correspond respectively to school culture, social relations, systemic constraints, and self-construction, illustrating the ecological complexity of early-career leadership. Participants reported uncertainty about unspoken norms, challenges in establishing legitimacy, and emotional fatigue resulting from centralized bureaucracy. The findings highlight the need for multi-level leadership development frameworks that address not only technical competence but also the relational, emotional, and ethical dimensions of leadership. Originality/value This study contributes an ecological interpretation of novice principalship by bridging micro-level leadership experiences with macro-level systemic structures. By integrating the Place–People–System–Self framework with Bronfenbrenner's ecological systems theory, it provides a holistic and context-sensitive understanding of leadership identity formation within centralized education systems. The study offers theoretical and practical insights for leadership preparation, mentoring, and induction policies in bureaucratic and policy-driven contexts.
Er et al. (Tue,) studied this question.