This master thesis wants to determine features of effective school leadership and to show their representation in primary schools of Primorsko-goranska County. The first, theoretical part presents theoretical knowledge about school leadership models, recent research on school leadership, and proposes an integrated list of features of effective school leadership that summarizes features that have been shown to contribute to greater school effectiveness. The second part of the paper presents the results of an empirical pilot study conducted among a population of primary school teachers in Primorsko-goranska County on their perceptions of effective school leadership. Given the exploratory nature of the research itself, no significant results were obtained, but instead the knowledge and theoretical explanation of effective school leadreship were expanded. However, the results showed that teachers rated the features of the social relations category as the most represented (M = 4.152). In addition, the results show that in primary schools in Primorje-Gorski Kotar County there is a tendency to implement the features of effective school leadreship (M = 4.012). Therefore, the contribution of this paper lies in the construction of an integrated list of features of effective school leadership that is no longer purely theoretical but also a practical model of school leadership. This integrated list of features of effective school leadership is derived from features that are perceived as effective in practice and can therefore serve practitioners to improve their practice.