Cabral, IlídiaSilva, Maria da Conceição AndradeCunha, Rosário SerrãoAlves, José Matias2021-01-152021-01-152020Cabral, I., Silva, M.D.C.A., Cunha, R.S., Alves, J.M. (2020). School leadership practices of Portuguese principals: matching perceptions of principals and teachers. International Journal of Management in Education, 14(5), 516-5441750-385Xhttp://hdl.handle.net/10400.14/31678This paper presents a study on teachers' and principals' perceptions of school leadership practices in Portuguese schools. Using the Multifactor Leadership Questionnaire, perceptions about transformational, transactional and laissez-faire leadership practices and its consequences on leadership outcomes (followers' extra-effort, leaders' effectiveness and followers' satisfaction with leader) were collected from representative samples of Portuguese teachers (N = 21,082) and principals (N = 122). Results point to differences in the perceptions on leadership practices between principals and teachers: teachers tended to rate principals lower than the latter rate themselves in all transformational and transactional dimensions of leadership; most teachers did not perceive a dominant leadership style in their principals, whereas most principals see themselves as predominantly transformational. Also, for teachers, leadership practices have a higher impact on leadership outcomes than for principals. These results and their practical implications are discussed in the last sections of the paper.engLeadership practicesLeadership outcomesFollowers’ and leaders’ perceptionsSchool leadershipTransformational leadershipTransactional leadershipMultifactor leadership questionnairejournal article10.1504/IJMIE.2020.1096961750-386885094671621