The aim of this paper is to provide an analysis of the solitude as an inherent feeling in the management practice; a sentiment that has not been paid enough attention in studies of school leadership. To perform this analysis, it is necessary to understand the school management as an "action" and not just as a function. From this initial reflection, we establish the framework in which to place the three components involved in any action, including the school management: cognitive, practical and dynamic. It is the third component which embodies the solitude. In the micropolitical context of school, solitude takes two ways: solitude for headship conceived as personal retreat for reflection and solitude of headship, the one that occurs when the management team lacks the support of teachers.