Drawing on the work by Leithwood et al., (2006) and Day, Gu & Sammons (2016), this paper reports on findings from a 3-year research project aimed at investigating the impact of school leadership on teachers’ work and pupils’ outcomes. The project draws on existing literature that points to the pivotal role of school leaders in school improvement. While much attention has been devoted to investigating the impact of classroom and school conditions on student learning, there has been a scarcity of studies focusing on how leadership, particularly headteachers, can positively shape these conditions (Leithwood & Day, 2007; Cruickshank, 2017). The headteachers have the potential to employ a combination of transformational and instructional leadership strategies to advance school improvement (Day, Gu, & Sammons, 2016; Cruickshank, 2017). The efficacy of this integration is intricately linked to teacher commitment and school culture, contributing to enhance student outcomes (Cruickshank, 2017). In this context, school headteachers play a pivotal role in schools. Research recognises pupils as key informants in understanding school dynamics (Day, 2004, Horgan, 2016, Ansell et al., 2012) as well as teaching and learning improvement (Mitra, 2004, Flutter & Rudduck, 2004, Roberts & Nash, 2009).  Moreover, pupils are very proficient at understanding the attitudes, intentions and behaviour of teachers and other educational actors (Day, 2004). Listening to pupils is key to improving teaching and learning (Flutter & Ruduck, 2004). This paper explores pupils’ views and their experience of schooling as well as their perception in relation to the work of the school leaders, particularly, their school headteacher.

This paper draws on a three-year research project, funded by the Portuguese Foundation for Science and Technology entitled ‘IMPACT - Investigating the Impact of School leadership on Pupil Outcomes’ (PTDC/CED-EDG/28570/2017). It is based on work by Leithwood et al., (2006) and Day, Gu and Sammons (2016) and it aimed to examine leadership practices and their impact on pupils' outcomes. Data were collected according to three phases: i) exploratory interviews with 25 headteachers: ii) a national survey of headteachers (n=379) and key staff (n=875); iii) case studies (20 schools). This paper reports on findings arising from the case studies (Phase III), through 13 focus groups (n=74) in different school contexts with pupils (year 4 to year 12). Participants’ age ranged from 9 to 17 years old, 43 were female and 31 were male. Content analysis was performed to analyse qualitative data and to look at emerging categories based on the semantic criterion (Esteves, 2006). Verification strategies (Creswell, 1998) were used to ensure accuracy: the research team members engaged in a process of systematic analysis of the categories and sub-categories in order to reduce and make sense of the data (Miles & Huberman, 1994). The research project was approved by the Committee of Ethics for Research in Social and Human Sciences at the University of Minho (CEICSH 009/2020) and by the DGE/Ministry of Education (Ref.ª 0555900002). Best practice in the field of social research was taken into account regarding research with children in educational settings (Alderson, 1995; Alderson & Morrow, 2011). Informed consent was appropriate to both the research topic and purpose and to the participants' characteristics, prioritising succinct and relevant information to promote participants' autonomy and involvement in the research process (O'Farrelly & Tatlow-Golden, 2022).

This paper examines pupils’ views and their experience of schooling as well as their perception in relation to the work of the school leaders, particularly, the school headteacher. Data were explored in light of pupils’ perceptions about the headteachers and about their schooling experience regarding school climate, organisational matters and school as a learning place. Pupils often highlight the personal characteristics of the headteacher, such as good listening skills, understanding, friendliness, organisational proficiency, and availability. Furthermore, students have different opinions with regard to the visibility of the headteacher. Some refer to a constant presence and an open-door policy, while others identify distance and physical absence. However, students also recognise the authoritative figure of the headteacher although with different meanings. As for their views on learning and academic achievement, the participants spoke of both intrinsic and extrinsic factors and highlighted issues of support and pedagogical interaction with their teachers but also the role of the headteacher. As for pupils’ views on their school experience, the participants highlighted the school climate, organisational matters (i.e. curriculum management, school organisation, timetable, school conditions or pupil participation at school), but also the role of the school as a socialisation place (i.e. the relationship with their peers and friendship) and as learning place (i.e. projects and activities and improving learning efforts). These and other issues will be discussed further in the paper.

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