Understanding professional zone of acceptance for teacher-leader interactions: a dynamic framework

Purpose This study employs a comprehensive theoretical synthesis and literature review methodology to examine the evolution and current state of the professional zone of acceptance (PZoA) in educational leadership. Design/methodology/approach Building upon the foundational theories of Barnard and Simon, the research develops a dynamic model that integrates temporal, contextual, leadership approach, and individual characteristics dimensions to explore the relationship between evolving school leadership theories and teachers’ PZoA. Findings The study identifies four key factors that shape teachers’ acceptance of leadership practices: temporal, contextual, leadership approach, and individual characteristics. Accordingly, the interplay of these factors contributes to the effectiveness of leadership practices through their alignment with teachers’ PZoA across different cultural and organizational settings. Originality/value The findings reveal that PZoA functions as a dynamic, context-sensitive process influenced by multiple interacting factors rather than a static construct, thereby contributing to educational leadership literature. The resulting framework provides a comprehensive understanding of how various factors interact to shape teachers’ acceptance of leadership practices across different cultural contexts, offering practical implications for school leaders and policymakers in developing context-sensitive leadership approaches.