Principalship practice may be based upon one of at least two different models: (1) the "socio-political" model, in which the duties of the principalship are conditioned by political tensions both inside and outside of the educational institution; and (2) the "professional model", which is characterized by operating criteria based on scientific efficiency, autonomy and objectivity. The Spanish principalship model, on which the present study is based, matches the socio-political model and has been strongly criticized ever since its introduction. Our research provides adequately justifiable criteria for replacing this model. The results show that educators are not against the professionalization of the principalship in Spain. This may lead us to suppose that when education professionals understand the complexity of the principalship practice, they ultimately accept the need to improve the professionalization of this sphere of activity. From a more general perspective, the results help strengthen what is a common and important trend in every education system: the objective of establishing a professional basis for the principalship. (Contains 1 table and 1 figure.)