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This dissertation is a study on the training of primary school principals and presents the current status and suggestions for future training actions. The research carried out is a quantitative survey aimed at exploring the views of primary school teachers and principals on the training of principals in terms of the training needs, the adequacy and effectiveness of the training programs, the points which they need more support in the future, and the proposals to improve the training provided. The survey was conducted through a structured questionnaire to 146 teachers and principals of Primary Education schools in the Eastern Thessaloniki region. The results of the survey showed that the majority of teachers and principals have not attended a training program other than compulsory. The main conclusion of the survey is that teachers consider the training of principals to be of particular importance and that training needs strengthening and systematization by instructors in the field. The main topics of training that emerged from the views of educators and principals are leadership elements and issues related to school management, organizational issues and legislation. The majority of participants believe that the training of principals should be mandatory. The present training provided to school principals was considered by the participants to be inadequate. Needs for future enhancement of training are considered to exist for all subject areas of research with particular emphasis on leadership and management issues on organizational issues. Opinions about the suitability of the media are negative in terms of infrastructure, space and time of training, and moderate to negative in terms of trainers and the content of training. The main factors of difficulty faced by participants are conflict management, educational legislation and the combination of teaching in class and school management. The training programs they choose are a combination of introductory training and regular periodic training and the duration of preferred programs is annual or semi-annual. Gender and age do not affect the views of participants, while past experience differentiates the view of the importance of training on leadership issues. The findings are discussed and proposals are made