The Transferability of Teacher Characteristics in the Transition to School Leadership

Purpose: This study examines the characteristics developed through teaching that are retained, adapted, or discarded when teachers transition into school leadership roles. The purpose is to explore how these traits influence leadership practice and professional identity. Method: A qualitative research design was employed. Data were collected via an open-ended online survey administered to 83 school principals across 36 provinces in Türkiye. Participant responses were systematically analyzed through content analysis. Findings: Findings reveal four primary themes related to the transferability of teacher characteristics: (1) all should be transferred, (2) some should be transferred, (3) certain traits should not be transferred, and (4) none should be transferred. Most principals highlighted the importance of human competencies (e.g., empathy, fairness), technical skills (e.g., classroom management, planning), and leadership qualities (e.g., instructional and visionary leadership). A minority group cautioned against transferring traits such as excessive familiarity, irritability, or indifference. The findings align with Parsons' Role Theory and reflect Bridges' concept of the "neutral zone," indicating that transition involves partial transformation rather than complete role abandonment. This study provides a theoretically informed empirical contribution to understanding career transitions in educational leadership.