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This dissertation explores the views of Greek primary and secondary school teachers serving in public education. In particular, it seeks to clarify the role of the school gender leader in effective negotiation, to explore the particular characteristics of members of both sexes in the way they exercise management and the factors that shape them, to study the concepts of leadership and communication and finally to clarify the extent to which leadership is influenced by gender. This research is characterized as field research, using a questionnaire and then quantitative data analysis, through descriptive statistical and factor analysis. The sample consists of 141 teachers, 124 of whom are women, 15 men and 2 non-gender questionnaires. The pilot application and the collection of questionnaires were conducted in January and February 2020. The respondents stated that gender is a moderately dynamic bargaining factor, of the same height as good communication with the staff of an organization and the time chosen by the director to intervene. in a dispute. To a lesser extent, they state that gender influences leadership skills.