The aim of this study was to explore the role of school principals and their term of office in regard to school improvement. In particular, we investigated the convergences and divergences between the views of school principals in Greece and the findings of relevant international literature. To this end, we collected and analysed data from 66 school principals across 89 secondary state schools in Achaia, Greece, using an anonymous questionnaire. Survey data revealed that most participants assessed positively the contribution of essential aspects of international literature to school improvement. The same applied for the role and term of office of school principals in Greece, despite the factors that were acknowledged to limit their autonomy. More-qualified school principals appeared to have a more positive stance on assessment and human resource management. In contrast, novices had greater difficulty in managing priorities and tended to be more cautious at the prospect of being assessed. They also appeared to be more satisfied with the institution of term of office as per the Greek model. Conclusions on the implications are presented.

这项研究的目的是探讨学校校长在学校改善方面的作用及其任期。特别是，我们调查了希腊学校校长的观点与相关国际文学发现之间的趋同和分歧。为此，我们使用匿名调查表收集并分析了希腊阿恰亚（Achaia）的89所中等州立学校的66名校长的数据。调查数据显示，大多数参与者都积极评价了国际文学的基本方面对学校改善的贡献。尽管有一些公认的限制校长自治的因素，但希腊学校校长的角色和任期也是如此。资历更高的学校校长似乎对评估和人力资源管理持更积极的态度。相比之下，新手在管理优先级时会遇到更大的困难，并且倾向于对被评估的前景持谨慎态度。他们似乎也对希腊模式的任期制度更加满意。提出了有关影响的结论。