There is a connection between school culture and leadership styles. The literature review will also address the two fundamental categories of leadership. According to Cox (2001), there are two basic categories of leadership: transactional and transformational. The following scholars (Barnett, McCormick & Conners, 2001) have made the distinction between transactional and transformational leadership. James McGregor Burns (1998) introduces Burns to the difference between ordinary (transactional) and extraordinary (transformational) leaders. According to James McGregor Burns (1998) transactional leaders exchange tangible rewards for followers' work and loyalty, and (transformational) leaders are those who interact with followers. Furthermore, attention to higher-order intrinsic needs and increased awareness of the meaning of specific outcomes (Bernard Bass, 2003) introduces the concept of transactional and transformational leadership. He states that these are separate concepts and that good leaders demonstrate characteristics of both. Bass (1990b, p. 21) states that transformational leadership fosters skill development and brings higher levels of personal commitment among followers. However, transformational leadership occurs when leaders broaden and elevate the interests of their employees. (Kelly, 2003; Yukl, 1989) states that transformational leaders elevate people from low levels of need. Transformational leaders are said to build trust, admiration, loyalty, and respect among their followers (Barbuto, 2005, p. 28). (Rice, 1993) determines that transformational leadership is also based on self-reflective change in values ​​and beliefs by the leader and their followers. From this emerges a key characteristic of transformational leadership. According to Gronn (1996) the literature on educational leadership does not offer a single conception of the processes that constitute transformational leadership. Gronn (1996) emphasizes the close relationship between charismatic leadership and transformational leadership. He highlights the absence of notions of charisma in some transformational leadership work. (Leithwood & Jantzi, 2000) introduce the four main factors that make up transformational leadership while. They introduce the four main factors which are: 1.) Idealized Influence, 2.) Inspirational Motivation, 3.) Intellectual Stimulation, 4.) Individualized Consideration. The additive effect of transformational leadership supports these four main factors Hall, Johnson, Wysocki, and Kepner (2002, p. 2). It will be very important to evaluate the four main factors and the effect they can have when addressing the topic of discussion which is the role of the principal in shaping school culture.