In the Teachers' Βoard of each school, different behaviors are manifested. In this way, teachers acquire roles within the group. The tendency of each member to behave, contribute and interact with the other members of the group in a specific way is characterized by a role based on the Belbin model. The school Director, in the role of coordinator and in the framework of a participatory and transformational leadership that promotes empathy among the members, is responsible for the effective functioning of the Teachers' Board. Assigning different tasks, taking into account the roles of teachers, participating in teamwork and consolidating a climate of democratic dialogue, creates the conditions for the implementation of a value-based administration.