Understanding the early leadership experiences of school principals: factors influencing challenges, regrets, and positive outcomes

This study explores the early leadership experiences of school principals in Türkiye, with a focus on the factors that lead to regret, difficulty, and fulfillment during the transition from teaching to school leadership. Employing basic qualitative research, data were collected from 83 principals across 36 provinces through an open-ended online survey. Maximum variation sampling ensured diversity in school type, geographic context, and leadership experience. Data were analyzed using inductive content analysis and interpreted through frameworks of emotional labor, role transition, and sensemaking. Findings revealed that regret and difficulty most frequently stemmed from organizational factors such as unmeritocratic appointments, insufficient support structures, and bureaucratic overload. Environmental challenges, particularly in socioeconomically disadvantaged or rural contexts, also contributed to emotional strain. Personal struggles, including isolation, role misalignment, and work-life imbalance, further shaped early negative experiences. Conversely, principals reported that personal resilience, effective communication, intrinsic motivation, and teamwork mitigated difficulties and enhanced satisfaction. The study concludes with a multi-dimensional support model to guide novice principals, integrating personalized leadership development, contextualized induction, and systemic mentoring. These results hold significant implications for leadership preparation programs, policy reforms, and onboarding strategies, especially in under-resourced school systems.