Arguably, the leadership demonstrated by a school principal determines the success of an educational organization, a school. This viewpoint, grounded in literature, maintains that the role of a leader (school principal) determines the effectiveness of followers (teachers). While accurate, this premise does not consider the role of followers to influence the significance of the leader. Therefore, it is appropriate to examine the teacher-principal relationship from the perspective of the follower. Specifically, what motivates teachers to follow a school principal? A qualitative research design was employed; data collection consisted of interviews, a questionnaire and survey, where a limited number of semi-structured open-ended questions were posited. Conclusively, the study identified an exemplary followership style as predominant among participants (followers), and several specific and general professional qualities and personal characteristics, expected and modeled by principals (leaders). Collectively, style, criteria, and rationale established that active followership is an essential component of the teacher-principal relationship. / Graduate / 0525 / rammon@uvic.ca

Syftet med denna uppsats är att på grundval av tidigare forskning sammanställa vad vi anser aktivt efterföljarskap att innebära. Detta för att sedan skapa en djupare förståelse för hur aktiva efterföljare bidrar till upprätthållandet av organisationskultur. En fallstudie på Maxi ICA Stormarknad Vetlanda har tillämpats som undersökningsdesign, med en induktiv ansats. En kvalitativ metod har använts där fokusgrupper, intervjuer, observationer och granskning av organisatoriska dokument har genomförts för att producera den empiriska datan.