The purpose of this paper is to offer insight into school leaders' and teachers' perspectives on leadership behaviour and its impact on their mutual relationships. Research papers that include perspectives from both school leaders and teachers are relatively scarce in the field of education. However, it is important to take account of both perspectives because if they align, school leaders can be expected to be more successful. Moreover, positive teacher perceptions about school leaders result in lower levels of teacher burnout and enhanced teacher collaboration.,The current study employed qualitative data drawn from 24 primary schools in Belgium. The data set was assembled from 24 interviews with school leaders and 22 focus groups with teachers. The research analyses the interviews and focus groups from an inductive approach in order to let theory emerge, to refine existing theories in the field of education and to get an in-depth understanding of agreements and disagreements in the perspectives of school leaders and teachers.,The results show that school leaders and teachers perceive school leadership principally as relation- and task-oriented. However, there are differences in the perceptions about the subcategories of relation-oriented behaviour between school leaders and teachers. School leaders refer to consulting with members when making decisions and providing feedback. On the other hand, teachers indicate the importance of support and encouragement and recognition. The perceptions of the relationships between school leaders and teachers seem to match, with both valuing trust, openness and contribution.,This study addresses the relative scarcity of research relating to school leaders’ and teachers’ perspectives regarding school leadership. The study clarifies concepts in order to facilitate further research on school leaders' effectiveness.

中文翻译：

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学校领导者和教师的领导观：异同

本文的目的是提供对学校领导者和教师关于领导行为及其对他们相互关系影响的观点的见解。在教育领域，包括学校领导和老师的观点的研究论文相对较少。但是，重要的是要同时考虑这两种观点，因为如果两者一致，则可以期望学校领导者会更加成功。此外，教师对学校领导者的积极认识会降低教师的倦怠程度，增强教师的协作能力。本研究采用了来自比利时24所小学的定性数据。数据集来自对学校领导的24次访谈和对教师的22个焦点小组的访谈。该研究采用归纳法分析访谈和焦点小组，以使理论浮出水面，完善教育领域的现有理论，并从学校领导者和教师的角度深入了解协议和分歧。结果表明，学校领导和教师主要将学校领导视为关系和任务导向。但是，在学校领导者和教师之间对于以关系为导向的行为的子类别的理解上存在差异。在制定决策和提供反馈时，学校领导者指与成员进行咨询。另一方面，教师指出了支持，鼓励和认可的重要性。对学校领导者和老师之间关系的看法似乎是相吻合的，双方都重视信任，开放性和贡献性。本研究解决了与学校领导者和教师关于学校领导的观点有关的研究的相对匮乏。该研究澄清了概念，以促进对学校领导者效能的进一步研究。