Building on the results of a three-year research project, this paper examines how principals across Portugal perceive the influences on their school leadership. A total of 379 principals participated. Results showed that leadership training was the most significant perceived influence on their practices related to redesigning the organization, using data, and making observations. School type is the least predictive factor of leadership practices. Although policies aimed at leadership training and development should consider contextual factors, the main focus for improvement should be on principals’ personal and professional factors.

This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining highly centralised. Barriers to meaningful participation include weak communication and leadership practices that prioritise control over dialogue. The evidence shows that pupil participation is primarily consultative and dependent on adult mediation, with organizational gatekeeping, rather than pupils’ willingness, acting as the primary constraint. These patterns suggest that, despite five decades of democracy, Portuguese schools continue to mirror hierarchical traditions rooted in the authoritarian past, revealing how enduring institutional cultures still hinder the full realisation of democratic participation in everyday school life.

This study analyses the challenges and opportunities of school leadership in a Portuguese remote cluster of schools. Using a mixed-methods approach, the case study explores multiple stakeholders’ perceptions of the headteacher’s leadership practices. Findings point to the importance of leadership practices in providing strategic direction, seen as crucial in a resource-limited environment. Leading a small school size facilitated close relationships, effective communication and the development of a supportive community. However, limited resources and delayed placement of teachers were also identified. Addressing resource constraints and enhancing parental involvement were also reported as being critical challenges for schools in this remote educational setting. Implications of the findings for national policy are discussed.