Abstract

decision-making behaviour. Drawing on organizational psychology, educational leadership, and decision-making theory, the paper synthesizes empirical and theoretical literature to build a conceptual model linking specific dimensions of school climate (leadership support, collegiality, clarity of goals, resource adequacy, and professional development) to principals’ intrinsic and extrinsic satisfaction and to their decision-making style (participative, directive, and evidence-based). The paper proposes testable hypotheses and outlines a mixed-methods research design combining survey-based quantitative analysis and qualitative interviews. Implications for policy, leadership development, and future research are discussed.