Approaching the Headmaster in the Context of Current Education Theory

The institution of the headmaster goes through multiple transformations, both from the institutional perspective, as well as from the formative perspective. Thus, the appointment occurs following the passing of an exam which involves extensive administrative and leadership skills and the managerial act itself has different valences, from the psychological, motivational side to the technical side, maximizing the results and using less and less resources. Within the article we are going to show that the headmaster must either develop coaching skills or receive advice from a coach to implement a friendly climate in school with both students and teachers and parents alike, but also to be in a good relationship with the stakeholders in order to achieve the school goals: increasing external visibility, providing an interface with the business environment in order to support the students’ technical training for a good integration into the labor market, attracting funds to support school activities in terms of developing the students’ professional career path.