Abstract
The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.
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