Navigating Classroom Observation Tensions: Principals' Leadership Strategies in a Centralised Education System

ABSTRACT This study investigates the tensions that arise in classroom observations in Türkiye's centralised education system and examines the leadership strategies employed by principals to navigate these tensions. Through in‐depth interviews, this case study explores the experiences of 10 school principals and 10 teachers from different public schools. The findings reveal six primary tensions: the invasion of teacher autonomy, observation anxiety, disruption of classroom dynamics, lack of transparency and clear communication, perceived unfair observations, and lack of observation training. The findings also highlight specific leadership strategies that principals use to navigate these tensions, such as conducting pre‐observation meetings to set expectations, providing constructive feedback after observations, leveraging observations for professional learning, cultivating trust in teacher–principal relationships, and ensuring consistent and fair observations. We offer implications for policy and practice.