The characteristics of school leaders who are appointed merely on the instructions of their superiors differ significantly from those of principals who enter the profession out of a deep sense of calling. Leaders appointed by directive often carry out their responsibilities as an obligation or administrative duty, focusing primarily on compliance and fulfilling external expectations. Their authority is derived from positional power rather than intrinsic motivation. In contrast, school principals who assume their role on the basis of personal calling demonstrate a greater sense of commitment, passion, and responsibility for the growth of both students and teachers. Their leadership is not confined to administrative functions but extends to fostering a vision, building a positive culture, and inspiring others. The difference becomes evident in the way they make decisions, manage challenges, and build relationships within the school community. Ultimately, this divergence can be traced back to their initial motivations: while one group enters education out of necessity or appointment, the other chooses the path because of a genuine dedication to the educational mission. The women in this book remind us that leadership is not about power, it is not about status, it is about service, it is about the courage to balance logic with compassion. Through their vision, education is transformed.
