Regional Formation and Development Studies

is analysed. The qualitative research accomplished revealed that progymnasium teachers have no doubts regarding the need to have

more than one leader at a school, with the significance of a teacher-leader present in this context, and the emphasis on the community, as

a factor impacting teacher-leadership. A teacher-leader at a progymnasium should have organisational skills, be communicative and creative,

and possess the skills to inspire and persuade others. Teacher-leadership can be successfully spread by seeking high achievements

by pupils, cooperating with parents, communicating with teaching colleagues, and organising the educational process. Resistance to the

ideas of teachers, their age, and large workloads, are considered as the greatest problems and obstacles teacher-leaders face working at

progymnasiums. Cooperation with other progymnasiums, and participation in projects and in the process of taking strategic decisions

are considered as the main areas of the significance of leadership in the organisation of the educational process.