Last update:
   29-Sep-2025
 

Arch Hellen Med, 42(6), November-December 2025, 810-818

ORIGINAL PAPER

Perceptions of leadership styles among school nurses and principals in the educational environment of Crete

A. Efthymiou,1 A. Merkouris,2 A. Kalaitzaki,3 M. Linardakis,4 M. Rovithis5
1Department of Nursing, Hellenic Mediterranean University, Heraklion, Crete, Greece
2Department of Nursing, Cyprus University of Technology, Limassol, Cyprus
3Department of Social Work, Hellenic Mediterranean University, Heraklion, Crete
4Department of Social Medicine, Faculty of Medicine, University of Crete, Heraklion, Crete
5Department of Business Administration and Tourism, Hellenic Mediterranean University, Heraklion, Crete, Greece

OBJECTIVE To investigate the perceptions of principals, vice-principals, and school nurses on the leadership style practiced by principals and viceprincipals in general and special primary and secondary schools in the region of Crete.

METHOD A cross-sectional study was conducted from May to June 2022 on 87 school nurses, 82 principals, and 62 vice-principals in 91 out of 122 general and special schools in Crete that employed school nurses. The Multifactor Leadership Questionnaire (MLQ) (Form 5x), developed by Avolio and Bass, was used for data collection. Convenience sampling was used. MLQ scale and subscale scores were compared among the three groups of school nurses, vice-principals, and principals using multivariate analysis of covariance.

RESULTS Principals recorded higher mean leadership scores than vice-principals and school nurses in overall leadership (71.1 versus 68.2 and 62.8, respectively, p<0.001), transformational leadership (71.3, p=0.005), and passive leadership (65.5, p=0.091). In contrast, vice-principals recorded higher scores in transactional leadership (43.7, p=0.032). School nurses recorded lower scores in all subscales, particularly extra effort, compared to principals and vice-principals (40.8 versus 60.2 and 63.1, respectively, p<0.05). The differences in perceptions of leadership styles were attributed to the different responsibilities and expectations between the groups.

CONCLUSIONS The present study highlights the difference observed among principals, viceprincipals, and school nurses in their perceptions regarding the leadership style applied in their school environments and the need to develop management interventions to enhance teamwork and collaboration, contributing to better educational outcomes.

Key words: Passive leadership, Principals, School nurses, Transactional, Transformational.

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