DOI: https://doi.org/10.26758/16.1.14
(1) Department of Psychology and Social Work, Faculty of Educational Sciences, University of Shkodra “Luigj Gurakuqi”, email: jonida.lesha@unishk.edu.al, https://orcid.org/0009-0007-1130-7162
(2) Department of Teaching, Faculty of Educational Sciences, University of Shkodra “Luigj Gurakuqi”, email: pranvera.kraja@unishk.edu.al, https://orcid.org/0000-0003-2123-9574
Address correspondence to: Jonida LESHA, Department of Psychology and Social Work, Faculty of Educational Sciences, University of Shkodra “Luigj Gurakuqi”, Street Kole Heqimi, Shkoder, Albania, Ph.: +355696139904, email: jonida.lesha@unishk.edu.al
Abstract
Objectives. This study aimed to explore the psychological factors that influence the aspirations and readiness of aspiring principals attending a leadership training school in Albania. Given how important the role of a principal is in a school, understanding such factors is key to improving school principal training programs.
Material and Methods. A qualitative design was employed to explore the in-depth experiences, feelings, and perceptions of aspiring principals. Participants were selected through purposive sampling from various regions of Albania, including both urban and rural educational contexts, ensuring diversity in teaching experience and gender balance. In this study, 20 semi-structured interviews were conducted with teachers who had never held a leadership role. The interviews were conducted face-to-face. Thematic analysis was applied based on Braun and Clarke’s (2006) framework.
Results. During the thematic analysis, four main themes emerged: (i) Motivation and aspirations for leadership. (ii) Self-efficacy and confidence in leadership skills. (iii) Coping mechanisms and resilience. (iv) Building leadership identity. Many participants reported that they were motivated by the desire to impact education by better supporting students alongside teachers. Moreover, self-efficacy was defined as a determining factor affecting preparedness to take up leadership. On the one hand, some of the aspiring principals seemed to possess adequate levels of confidence regarding their leadership skills. On the other hand, some of them reported feeling a great deal of apprehension and turmoil about the sheer number of intricately woven challenges associated with leadership. From the perspective of the participants, coping with difficulties to build resilience was essential. Finally, participants discussed the process of building a leadership identity as a gradual and ongoing journey rather than a single transformative event, emphasizing the dynamic and experiential nature of leadership development.
Conclusions. The results of the study showed the importance of increasing self-efficacy among aspiring school principals through professional development programs. It is recommended that leadership training curricula should be enriched with modules that help build the personal and emotional skills of the aspirants. Relying only on one source of data, on the perceptions of aspiring school principals, is one limitation of this study, as there is potential for more subjectivity in the declaration of their experiences. Also, the use of a qualitative approach to the study does not allow for the generalization of the results to a wider population. Despite the limitations, this study has value and paves the way for further research where, through the use of a mixed methods design, a deeper understanding of leadership development in the Albanian context can be achieved.
Keywords: aspirant school director; teacher; Albania; psychological factors; qualitative study.
Suggested citation (APA):
Lesha, J., & Kraja, P. (2026). Psychological factors influencing aspirant school directors: A qualitative approach. Anthropological Researches and Studies, 16, 186–202. https://doi.org/10.26758/16.1.14
Introduction
Leadership in the school context is recognized in modern literature as one of the key factors that affect educational quality and student outcomes. The literature suggests that an effective leader is a leader who inspires teachers, shapes the culture in the school, and brings about improvements, giving a key importance to the role that the school principal plays in the educational context. However, many schools face difficulties in having such effective leaders. Albania, as well as some of the Western Balkan countries, faces difficulties in securing such leaders due to the way the career advancement system is organized in this direction.
Psychological factors, which include individual beliefs, motivations, personality traits, and perceived challenges, can be said to play a very important role in whether a teacher wants to pursue the role of a leader. School principals have a significant impact on the quality of teaching, the construction of school climate, and consequently on students’ academic outcomes. Over the past two decades, the scientific literature indicates that school principals play a more substantial role in influencing student achievement, attendance, teacher satisfaction, and retention that was previously recognized (Grissom et al., 2021). These findings corroborate earlier assertions that leadership is second only to classroom instruction among school‑based factors linked to student success, underscoring the need to understand what draws and sustains educators in the principal pipeline.
Many scientific studies have focused on the role of the school principal and the impact that the principal has on the school culture (Leithwood et al., 2008; Mahfouz, 2018).
Studies have shown that the environment in which a school principal operates is closely linked to his personal attributes, where these two dimensions directly affect his sense of collective self-efficacy (Leithwood et al., 2008).
On the other hand, studies such as that of Mahfouz (2018) brought to light a very clear picture of the impact of professional development programs on school principals and their well-being. In this study with a qualitative and observational design, an innovative approach to leadership development in the school context was found, focusing on self-determination and socio-emotional competence. In this study, current school principals and the impact of a specific intervention program were investigated.
While the study by Ghamrawi and Al-Thani (2023) highlights a gap in school leadership preparation programs, mainly related to well-being leadership. This study had a sample of 16 pre-service school leaders from 14 different countries, who would report on their self-perceived roles in relation to well-being. Participants reported a narrow understanding of well-being, focused mainly on the mental health framework, and did not perceive themselves as adequately prepared to be leaders of well-being-focused initiatives, attributing such a role to relevant specialists rather than school leadership.
A large number of studies in recent years have explored the psychological factors that influence the motivations and competencies of aspiring school principals (Fisher, 2011; Kudlats & La-Serna, 2023; Yavuz & Robinson, 2018).
The experiences and motivations of aspiring school principals enrolled in postgraduate preparatory programs were also explored by Kudlats & La-Serna (2023). This study found that aspiring school principals shared several common experiences that contributed to the development of the participants’ leadership identity, such as early leadership experiences in their lives, a model of leadership in their lives, and opportunities for leadership in their professional lives.
Drawing on Bandura’s social‑cognitive theory, self‑efficacy refers to beliefs about one’s capability to organize and execute the courses of action required to manage prospective situations (Bandura, 1997). For aspiring principals, higher self‑efficacy predicts stronger intentions to apply for leadership roles and greater perseverance when confronting complex school challenges (Tschannen‐Moran & Gareis, 2004). Preparation programs that provide mastery experiences, role modelling, and constructive feedback have been shown to enhance these beliefs, yet evidence from South‑East Europe remains sparse.
The focus of Yavuz & Robinson (2018) study was to document how aspiring school leaders perceived their preparation in a program. Based on pre- and post-internship self-assessments of 186 participants, the researchers reported higher perceptions of preparation than aspiring leaders after completing an internship program. The pre-service school leaders’ responses regarding the four leadership domains, including instructional leadership, talent management, climate/culture, and organizational system to determine readiness levels.
A longitudinal study conducted by Fisher (2011) with a significant number of aspiring principals made it possible to observe changes in their self-efficacy over time. This researcher aimed to conceptualize aspiring principals’ self-efficacy as a dynamic concept and explored changes following a two-year training program in her country. The longitudinal quantitative data from 150 aspiring principals showed that their perception of self-efficacy changed after completing the training program.
The importance of school leaders’ identity in their leadership activities is examined in the paper by Kudlats & La-Serna (2023). The authors bring new evidence into the development of leadership identity and “the way they see themselves” as leaders. This identity is not a process that develops once and for all and cannot change, but it is dynamic and socially negotiable.
Various applications of Leadership Identity Development (LID) were examined from Yamanaka & Owen (2023) theory and model for college student leadership development. The authors presented creative examples from skilled leadership educators of people applying LID in practice. They examined how LID can be used as a design element of a program, as content for programs, and as an institutional approach to inform university leadership programming.
Internationally, many education systems report difficulties on two levels: a) recruiting qualified candidates; and b) retaining appointed principals. Research evidence shows that 38 percent of principals surveyed in the United States reported an intention to leave the profession within three years. This situation has led districts to experiment with various scholarship programs and “aspiring leaders” to curb the lack of desire to be a school principal (James, 2024).
Albania faces a similar challenge of leadership capacity. Even though three decades have passed since the political transition of our country, policy analyses highlight that the development of principles is still hampered by the hierarchical legacies left over from the communist era and by the limited paths of leadership preparation (Vampa, 2022). The author presents a new approach to transformational leadership preparation, which, after highlighting the rigid and outdated models of leadership, puts forward the idea of educational leadership preparation by universities. She supports a new paradigm of transformational leadership preparation, seeking to avoid rigid and outdated models. The paper highlights universities as central actors in equipping future principals with the training and professional qualifications necessary to lead schools in a rapidly changing and uncertain environment.
A clear and focused analysis of the legal reforms related to school leadership in Albania is addressed in her paper by Kume (2021). The author presents guidelines for building a stronger and more sustainable system for the training and evaluation of educational leaders, which should be suitable for open societies and in line with European standards. Among other things, Kume recommends building a comprehensive legal framework that supports the institutional level by clearly defining standards, training, and evaluation for educational leaders.
The appointment of school principals in our country until a few years ago was not based on a specific qualification that school principals could obtain regarding leadership. To address this problem, the Ministry of Education of Albania took the decision to open the National School of Leadership Training, designed to cultivate a new cadre of school directors. Thus, the Center for School Leadership (CSL) was opened, a Mandatory Preparatory Training Program for Directors of Pre-University Education Institutions, which would assist in the professional development of directors currently in office in public and private pre-university education institutions and of teachers aspiring to this position.
Given the limited research in the field of leadership in our country, which in most cases focuses on the legal framework, policy analysis, or quantitative surveys of in-service principals (Kume, 2021; Vampa, 2022), we decided to undertake this study. This study was conducted to address a gap that we identified in the existing scientific literature, as in the Albanian context, there is no research that explores the psychological factors that influence teachers’ readiness to begin school leadership training.
Examining these factors, this study will contribute to the academic discourse by enriching current knowledge and will facilitate comparative analyses between Albanian educators and their counterparts in other international settings.
The main aim of this study was to explore the psychological factors that influence the aspirations and readiness of aspiring school leaders who are enrolled in the national leadership training school in Albania. Understanding such factors in aspiring school leaders will help in better designing school leadership training programs.
By exploring how aspiring school leaders think and feel about their future role, this study contributes contextualized evidence to inform policy frameworks for leadership preparation in Albanian schools and provides comparative insights for international research on school leadership in transition countries like Albania or where there is little research in this area.
Material and Methods
Research Questions
This study was guided by Bandura’s Self-Efficacy Theory and Leadership Identity Development Theory, also considering the literature gap in the Albanian context and beyond, on a topic such as leadership development in schools. This study, with a qualitative scientific research framework, was guided by 3 research questions.
Based on Bandura’s self-efficacy theory and Leadership Identity Development (LID) theory, and informed by the gaps in the Albanian and international literature on principal preparation, this qualitative research investigation was guided by three overarching research questions:
- What are the intrinsic and extrinsic motives that influence Albanian teachers’ decisions to aspire to be school leaders?
- How do aspiring school leaders perceive and evaluate their leadership self-efficacy and readiness for skills during formal leadership school preparation?
- What challenges and stressors do aspiring school leaders anticipate in this role, and what coping strategies and support systems do they plan to use to maintain their well-being and resilience?
Sample
20 participants were selected through purposive sampling to ensure the inclusion of a broad and diverse group of aspirants representing different regions of Albania, including urban and rural educational settings, multiple age groups, and different levels of teaching experience. The demographic characteristics of participants are shown in Table 1. This selection aimed to ensure the diversity and heterogeneity of the experiences, perspectives and aspirations of the participants, which would greatly enrich the paper and contribute to a more comprehensive understanding of the phenomenon. Data was collected from face-to-face interviews with 20 aspiring school leaders who attended the national school for school leaders in the academic year 2024-2025. The age of the interviewees ranged from 29 to 55 years, 75% of the participants were women.
Table 1
Demographic characteristics of participants (to see Table 1, please click here)
Description of the tools used
In this study, a semi-structured interview was used as a data collection tool to investigate the personal experiences of psychological readiness that aspiring leaders in Albania had. The interview was built from a literature search in the relevant field as well as theory related to the purpose of this study. The questions underwent a double translation (English to Albanian language and vice versa) by two independent translators and were then piloted on a sample of 5 teachers. All interviews were conducted in accordance with ethical standards: informed consent was obtained from all participants, participation was voluntary, confidentiality and anonymity were maintained, and institutional ethical approval was secured before data collection. The interview schedule was constructed based on several sources from scientific literature (Table 2).
Table 2
The interview questions (to see Table 2, please click here)
Data confidentiality and anonymity of participants
The interview questions were sent to each participant via personal e-mail. They were informed that their responses would remain anonymous and confidential and would be used for research purposes only. All the selected teachers participate in the study by returning their answers through electronic mail. Every stage of this research was conducted in full compliance with the European Union guidelines and standards for integrity in scientific research, including the European Code of Conduct for Research and the provisions of the General Data Protection Regulation.
Results
Guided by Bandura’s self-efficacy framework and contemporary leadership identity theory, we conducted 20 semi-structured interviews and analyzed the data using Braun & Clarke (2006) six-phase thematic analysis approach. The choice of reflexive thematic analysis was made due to the very nature of the research questions, which aimed to uncover the subjective experiences and motives of Albanian teachers aspiring to be school leaders, especially since Braun & Clarke’s approach allows for this theoretical eclecticism without forcing a rigid phenomenological or theoretical framework (Clarke & Braun, 2018). During this study, the 6 phases of analysis proposed by the authors within this framework were strictly followed, such as familiarization with the data, generic coding, theme search, review, definition, and reporting. During the use of this analysis, the critical reflection of the researchers was enabled, the recursive steps between the analysis and the data allowed them to become aware of the position as a researcher, as well as to accurately reflect in the interpretations made the voices of the participants in the study, as suggested by Braun & Clarke (2021).
During this thematic analysis, 4 main themes resulted: Motivation and Aspirations for Leadership, Self-Efficacy and Confidence in Leadership Skills, Coping Mechanisms and Resilience, and Building a Leadership Identity. Each theme extracted several interrelated subthemes (Table 3). Despite the variability in the sampling in its demographic specifics, their accounts converged around remarkably similar experiences, opportunities, and motivators.
Table 3
Summary of main themes and sub-themes from the thematic analysis (to see Table 3, please click here)
Results
In the current study, 4 themes and several subthemes were identified for each theme.
Theme 1. Motivation and leadership aspirations
The participants in the study expressed a very strong desire to be a leader in the school, driven by a combination of personal growth, professional calling, and a commitment to improving the educational environment in the country.
Sub-theme 1.1. Desire for a deeper impact and for a positive change. Many of the participants in this study stated that they had reached a professional stage where they see it as reasonable to further impact the education system. One participant stated that “After 18 years of experience in education, I feel that I have reached an important stage of professional development, where the desire to give more and have a deeper impact on the education system has grown significantly” (P1). Another interviewee expressed that she was very motivated “to bring positive change to the school, to lead with integrity and to help new teachers with my experience” (P1). The same thoughts and intentions were shared by other participants in the study who stated that they had participated in the mandatory training program for directors, considering “the desire to make my contribution to the direction” and “to bring new ideas to the direction and management of a school” (P20). The goal is to lead a school where “collaboration, accountability, and personal growth are at the center of every action” (P1) and “to bring about a culture where teachers feel valued and supported, where parents are active partners, and where students are prepared for life, not just for exams”.
Sub-theme 1.2. Sense of mission or calling. This sub-theme shows that teaching is seen as “a calling” or “a mission”, rather than a profession, by most participants. One participant defined it as “an inner calling to contribute to education” (P10). Meanwhile, another participant expressed that she felt a strong sense of responsibility towards the younger generation as well as towards colleagues who often worked in silence, without support and without proper appreciation (P14).
Sub-theme 1.3. Professional and personal growth. This sub-theme revealed that participants sought new knowledge and appropriate professional development through the leadership school program they were attending. Participants also stated that such a role offers opportunities for career development (P 10; P 2) and an opportunity to “show yourself in another dimension” (P10). On a personal level, participants stated that such an achievement at an individual level is seen as “realization of a goal I have had since the beginning of my career, to be a factor of change” (P1) and as a commitment that motivates growth (P 12).
Sub-theme 1.4. Influence of others and observed needs. Many of the interviewees stated that the role model of an exemplary leader, as well as encouragement from colleagues and relatives, had significantly influenced their decision to apply to such a leadership program. Also, one interviewee stated that observing “incompetent school leaders who dishonestly come to the head of such an important institution and ruin it” (P10) served as a “turning point” for some and gave them the desire to lead in the future with the integrity that the task requires.
Theme 2 Self-Efficacy and Confidence in Leadership Skills
Although participants varied in their expression of confidence in their leadership skills, recognizing themselves as having strong interpersonal skills, the majority of them identified further development needs, mainly in the administrative and strategic areas of school management.
Sub-theme 2.1. Areas of high confidence. Across interviews, respondents voiced strong belief in their Centered skills, such as communication, relationship building, and team motivation. For instance, one teacher declared, “I have very good skills in communicating with people, motivating colleagues, and managing relationships with students and parents” (P1). Experienced participants also drew confidence from years in education, leading school projects, etc.
Sub-theme 2.2. Areas for development. In contrast to the above, many of the interviewees expressed a gap in skills related to administrative and strategic tasks in the school. One area that many of the interviewees mentioned as needing improvement was financial management, budgeting, and legal frameworks. One participant acknowledged, “I need to improve my knowledge of the legal framework more so that nothing goes wrong due to ignorance” (P10).
Other areas that resulted in the need for development were strategic planning, data-driven decision making, technology integration, and stakeholder engagement beyond the school. The areas of adaptation to change and crisis management also appeared important to many of the participants in the study.
Theme 3 Coping Mechanisms and Resilience
Sub-theme 3.1. Biggest challenges and stressors. The interviews revealed that one of the most common stressors was work-life balance. Working full-time, constantly preparing for work at home, and family life duties made it much more difficult to manage the workload. One participant described it as “difficult to balance work, following the program, and family commitments” (P11).
Other stressors also included adapting to change, collaborative relationships, and mediating conflicts in the workplace. Participants reported that ongoing daily problems contributed to increased pressure, including lack of resources, bureaucracy related to preparing school documentation, and internal emotional factors such as doubt about readiness.
Sub-theme 3.2. Handling difficult situations and demonstrating resilience. Beyond reporting challenges, participants in this study reported a noticeable resilience in dealing with various problems in their work, such as difficult situations like conflicts at work between colleagues. They reported during the interview about examples of managing conflicts with their colleagues, with parents, or with school students. They reported that in managing these conflicts, they had used strategies such as discussions in special meetings, honest and open communication, and calm interventions.
One of the interviewees reported that in a case of conflict between two colleagues, he had managed it “by speaking individually with each and then holding a joint meeting, thus reaching a solution that respected both parties on the one hand, and on the other hand strengthened cooperation” (P1).
Sub-theme 3.3. Strategies for maintaining well-being. The prospective leaders interviewed in this study reported that in relation to managing the school workload, they used structured planning techniques, delegation to colleagues, and effective time management.
The prospective leaders reported on the importance of family, friends, or mentors, describing them as “vital” emotional anchors P (10). They also reported on the routine for taking care of their own mental health, reporting “I plan clearly, delegate tasks correctly, and keep some space in my personal life” (P11).
Theme 4 Building Leadership Identity
Sub-theme 4.1 Perception of leadership identity. The participant described building leadership identity as an ongoing process, describing it as a dynamic and experiential process rather than a single event. A significant portion of the participants in the study stated that they considered themselves to be team builders and also as change agents in the school. Their goal is to establish a spirit of cooperation, inclusion, and continuous improvement. On the other hand, the aspiring leaders stated that they also saw themselves in the position of mentors, supporting and encouraging colleagues for professional growth.
A special emphasis was given to the fact that the way the school was run, as a way that was based on integrity, honesty, and fairness towards all. One participant stated, “Leadership is not about having power over others, but about serving, inspiring, and helping others to be their best selves” (P1). Many aimed to be leaders who listen actively, build trust, and promote shared responsibility.
Sub-theme 4.2 Leadership Styles Envisioned
The dominant style emphasized by most participants in the study was transformational and inclusive leadership, which had an empowering approach towards school staff, involving all stakeholders who contribute to the school, and influencing school change through sharing the same vision of direction.
Collaborative and pedagogical leadership were also mentioned as styles focused on instructional improvement and student outcomes. While only one participant mentioned democratic leadership (P9).
Sub-theme 4.3 Ongoing Journey
Almost every participant in this study described school leadership as an ongoing and largely practical task. Most participants saw the leadership program as a tool that had given them confidence and knowledge about the strategic dimensions of school management. Participants described school leadership development as an ongoing process rather than a destination to be reached. One participant emphasized that “Leadership is developed with work and practice” (P11).
The teachers participating in this study, as aspiring principals, have a strong approach, with high morale and interpersonal strength, reflective awareness, and commitment to their leadership. They feel capable of managing interpersonal relationships as leaders, but also recognize the need to further develop such competencies as in the administrative and strategic fields of the school.
The teachers in this study approach school leadership with a powerful blend of moral purpose, interpersonal strength, reflective awareness, and a commitment to lifelong learning. Aspiring school leaders feel prepared in terms of proper management of human relations, but despite this, they admit that they need further development of strategic and administrative competencies in this direction. They demonstrate a proactive approach to the real pressures of leadership in school through their sustainability strategies based on careful planning of the workload, their support systems, and self-care.
Finally, we can say that their leadership identities, although in development, are mainly based on ethical, inclusive, and transformative principles, where inspiring models (how to be) or even discouraging models (how not to be) are used.
The findings of this study provide an overview of the psychological factors that influence aspiring primary school leaders in Albania who follow a leadership training program, and on the other hand, they reveal the needs they present for specific training, which should be translated into necessary, effective, and sustainable practical measures.
Discussions
Our study aimed to investigate the psychological factors of aspiring school leaders in Albania, exploring the interaction between motivation, self-efficacy, coping mechanisms, and school leadership formation. Thematic analysis of the interviews in this study revealed that participants wanted to bring about positive changes in the school they led and to have a profound impact. They reported that this motivation was accompanied by a continuous commitment to professional and personal growth, going beyond the boundaries of a mission in their profession. Also, leadership models in their lives and mentoring were two very strong components. First, aspiring school leaders reported the goal of revitalizing school life through a leadership approach with integrity, support for new colleagues, and introducing new ideas to the school. Such a vision is consistent with the increasingly complex role of school leaders, who are expected to influence student achievement, school climate, and school strategic management (Grissom et al., 2021; Yavuz & Robinson, 2018).
In their reports, participants in this study envisioned scenarios where the schools they would lead would have a spirit of collaboration, accountability, and personal leadership growth, ranking these elements as essential. Similar findings were also reflected in studies that found that effective school leaders lead by emphasizing professional community and using resources strategically (Grissom et al., 2021). Aspiring leaders reported that their vision was based on a sense of calling.
Many teachers see education not only as a profession but also as a mission, as an internal moral calling to serve the younger generations and society. Other studies also support these findings, which present altruistic motives in the realization of this profession, where evidence is presented regarding the orientation of aspiring school leaders towards equality and the inclusion of students in difficulty (Kudlats & La-Serna, 2023). This internal psychological drive serves as a defense against the complex and challenging reality of current leadership (Yavuz & Robinson, 2018). At the same time, we can say that professional growth appears as an important element that constitutes a complementary motive for school leaders. Participants need new knowledge and skills in school leadership through national training programs, with particular emphasis on practices that provide a strategic vision and organizational tools (Yavuz & Robinson, 2018).
It is also worth noting that the sense of self-efficacy, as a psychological component that represents the belief in one’s ability to organize and implement actions that produce results (Bandura, 1977, 1997), is also subject to this process.
Recent scientific research shows that participation in such leadership programs significantly improves the perceptions of aspiring leaders in their readiness in areas such as instructional leadership, talent management, and school culture (Yavuz & Robinson, 2018), findings that were also reported by our participants.
Another important element is the influence of others on this journey, the role models that encourage leadership aspirations. Applying for leadership positions in schools was mainly motivated by very positive role models, such as competent leaders and leadership mentors who served as encouraging examples for them to begin leadership training (Kudlats & La-Serna, 2023).
On the other hand, there were also aspiring leaders who, having had inappropriate experiences with leaders in the schools where they worked, wanted to take the lead to lead properly. This fact reinforces the idea of creating quality leadership preparation programs, criticizing most previous programs for not properly preparing aspiring leaders to face real challenges during work (Vampa, 2022; Yavuz & Robinson, 2018).
When examining “self-efficacy”, the picture is bipolar. Participants showed high confidence in interpersonal skills – communication, relationship building, and team motivation – reflecting the importance of building trust in the school (Tschannen‐Moran & Gareis, 2004). Major issues emerge in the discussion of coping with work-life difficulties. Work-life balance, between professional and family responsibilities, work relationships, and issues related to school resources were identified as major stressors. Other studies have obtained similar findings that shed light on the intensification of principals’ work and its impact on well-being (Mahfouz, 2018; Pollock et al., 2023; Lesha & Kakija, 2025).
Participants in our study described resilience strategies they used to resolve conflicts in the school environment, which included open and honest communication, persevering in the face of resistance, and seeking support. Also, like the present study, Ghamrawi and Al-Thani (2023) emphasize that appropriate delegation, professional networks, and self-care are mentioned as mechanisms for maintaining mental health, reinforcing the call for principals to pay attention to their social needs. However, the literature review above emphasizes that overemphasizing individual resilience, without structural change, can lead to “burnout” (Pollock et al., 2023). The formation of “leadership identity” was described as a dynamic and experiential process. The study found that participants saw themselves as change agents and team builders, both of which are highly valued qualities that are driven by collaboration with key school stakeholders and continuous improvement. The current study highlighted how aspiring principals have transformative and inclusive leadership approaches, aiming to include all stakeholders in their vision. Similar findings are found by Grissom et al. (2021) that emphasize that effective principals create positive and productive school climates as well as communities that focus on professional learning. The study also found that some aspirants for leaders have the tendency to exert direct pedagogical influence, embracing the role of instructional leader. The principles of integrity, fairness, and transparency appear as moral compasses, confirming that successful principals orient their actions in values (Andrews, 2024; Tsivgiouras et al., 2017).
Training programs that significantly increase the self-confidence and sense of preparedness of future leaders in key areas such as instructional leadership, talent management, and school culture are those that combine theory with field experience (Yavuz & Robinson, 2018; Vampa, 2022). These programs are characterized by the benefit of direct experiences such as projects, simulations, and group work. Through them, candidates gain “mastery experiences” that boost their self-efficacy, an essential element in fostering motivation for change (Bandura, 1997; Tschannen-Moran & Gareis, 2004). These preparations help the individual move from a leader-centered perspective to a relational understanding of leadership, and in this way, help consolidate the concept of self and identity as a leader (Komives et al., 2005; Ghamrawi & Al-Thani, 2023). Maintaining a balance between work and personal life and managing complex relationships were perceived as challenges that were concomitant with their professional growth. Overcoming challenges should be helped by support networks and self-care practices (Vampa, 2022; Pollock et al., 2023). In this journey, mindfulness training strengthened self-reflection, self-management, and self-compassion, influencing the sustainability and long-term commitment of leaders, which was reflected in the creation of a positive climate in the school (Mahfouz, 2018).
Conclusions
In conclusion, we can say that this study contributes to the understanding of leadership in transitional societies such as Albania, both anthropologically and educationally. Considering the first research question of this study, “What intrinsic and extrinsic motivations influence Albanian teachers’ decisions to pursue principalship?”, we can affirm that the choice to pursue school leadership, for Albanian teachers, appears as a combination of intrinsic motivation with extrinsic motivators. During the study, it was found that the move towards the role of principal stems, first and foremost, from professional altruism – the desire to positively influence students and the institution itself, and from the psychological satisfaction that comes from new challenges and personal growth. In addition, external factors, such as career advancement, opportunities to represent the school in the community, and the expectations of the authorities, strengthen the decision. Therefore, the choice to be a principal is not simply “another option”, but a process of psychological transition where beliefs, professional identity, and personal aspirations intertwine to form a clear, transformative vision for the school.
For the second research question, “How do aspiring school principals perceive and evaluate their own leadership self‑efficacy and skill readiness during formal preparation?”, the study showed that leadership candidates exhibit high self-efficacy, supported by formal training, previous leadership experiences (e.g., project management), and accumulated pedagogical knowledge. However, they remain aware of specific gaps in school financial management, data analysis, or institutional diplomacy, which motivates them for further professional development. In line with Bandura’s theory and the Leadership Identity Development (LID) model, self-efficacy functions as the engine of this transition: the higher the confidence in existing skills, the stronger the desire to build new competencies and to engage in continuous reflection on the role they aim for.
Regarding the last research question “What challenges and stressors do aspiring principals anticipate in the role, and what coping strategies or support systems do they plan to employ to maintain resilience and well‑being?”, the findings revealed that aspirants expect a range of challenges, such as performance pressure, managing human resources, dealing with bureaucracy, and balancing the new role with personal life. Being aware of these stressors, they design a range of strategies for well-being: creating support networks inside and outside the school, seeking mentoring from experienced leaders, practicing self-care (e.g., physical activity, personal reflection), and using time management techniques. This proactive orientation towards resilience shows that, for them, the transition from teacher to leader is not just a change of position, but a process of identifying with the ethical values, inclusive vision, and shared culture of the school they aim to lead.
The findings of this study showed that school leadership in transition contexts, such as Albania, is a complex process both psychologically and with professional challenges. It is important to emphasize that formal initiatives of leadership preparation programs should take into account not only elements of knowledge and technical skills that will serve the future leader, but also build the leadership identity, giving great importance to strengthening self-efficacy and cultivating personal resistance mechanisms. Such training programs, having such an approach, help in the formation of school leadership capable of successfully realizing their role, as well as in the implementation of this success in the school community where they operate.
Practical Implications for Leadership Preparation
The results of this study provide us with sufficient insights for the development of leadership in social contexts such as Albania or in similar countries. First, it is very important to continue to strengthen the self-efficacy of aspiring leaders through the professional development they undergo. As our study suggests, and also other studies from the recent literature, it is precisely confidence that seals the decision to apply for a leadership position or not. Therefore, national training programs such as the Center for School Leadership in Albania must continue to include in their curriculum even more supervised internships, simulations, and project-based learning where the aspirants themselves take initiatives and see positive results. Second, it is very valuable that the ethical mindset and strong values are reinforced in aspiring leaders. The curriculum that you prepare can include modules that include ethical leadership and building school culture by giving participants scenarios to practice decision-making based on values and ethics. Third, given the high stress that school leaders go through, it is necessary to integrate well-being and resilience into the curriculum of the development program for leaders. Such workshops can include stress management, time-balancing strategies, and the distribution of leadership responsibilities by reducing the possibility of being affected by burnout.
In conclusion, we can say that it is necessary to provide a more complete development program that includes not only technical skills and knowledge, but also that forms a leader in very important psychological aspects such as self-confidence and resilience, professional identity with the values and vision that are necessary to be a leader and not a manager.
Limits and future directions
While this study provides rich insights through qualitative research methods, it certainly has its limitations. First, the fact that only 20 teachers participated in the study, and most of them were women, means that the data from this study cannot be generalized. However, since the sampling was different in the region and background, it may not capture all the experiences and aspirations of teachers in Albania. Second, we can say that the data from this study came from self-reported interviews, where participants reported on their motivations, skills, plans, and elements that are all very subjective. The aspirants shared their experiences of readiness or stress levels, but we as researchers had no external validation to measure these factors. Third, there is a risk of social desirability bias, as participants knew that the study was related to the impact of the training program to some extent, so they may have emphasized what they learned or emphasized the positive aspects more than the negative ones. Fourth, this research takes place at a point in time (near the end of their training).
Leadership development is an ongoing journey, and their perspectives might change once they assume principal positions. Leadership development is an ongoing journey, and their perspectives might change once they actually assume principal positions. Fifth, we can say that a study with a mixed research design could provide a deeper and more accurate assessment of the impact of psychological factors on aspiring leaders. Finally, our analysis was conducted in the theoretical framework of two specific theories, which could have underemphasized other potentially relevant theories, such as the motivation-hygiene theory or adult learning theories that could also explain the findings.
Despite the limitations that accompany such studies with such a qualitative research design, measures were taken to increase reliability through triangulation with contemporary literature indexed in Scopus and using direct quotes to ground our interpretations. The value of this study lies in its exploratory nature and contextual enrichment, providing a basis for further studies in this field, especially in Albania.
Competing interests
The authors declare no competing interests.
Consent to participate
As already explained, this study followed the EU guidelines for ethical scientific research. All participants in the study provided signed informed consent. All participants were informed at the beginning of the interview that they could withdraw from the study at any time if they felt it necessary. In order to maintain the confidentiality of each participant, the data were classified by giving each participant a reference code, such as P1, P2, etc.
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