This article focuses on challenges principals and lead teachers meet in diverse schools in Iceland. The study was conducted in nine schools at three school levels that have been successful in implementing social justice and in creating inclusive learning spaces. The framework of path-goal theory and transactional and transformational leadership guided the study. All the principals and lead teachers had a vision of pupil well-being and achievement. The findings show that all the principals and lead teachers were primarily participative in their leadership style. However, the leaders who were identified as being most proactive appeared to be more directive in style.


Nøkkelord: Leadership, diversity, immigrant students, immigrant pupils