The purpose of this study was to explore the role-related characteristics, factors, and requirements that can influence state-led virtual school senior leaders' leadership qualities, attributes, beliefs, and approaches. Semi-structured interviews with six senior leaders were used to gather research data. The research design used a qualitative constructivist grounded theory methodology that would ultimately lead to the rise of thematic associations. The findings from this study resulted in the emergence of 11 categories of factors that have bearing on a state-led virtual school leader's role: (a) leader education, experience, and professional growth, (b) leader profile, (c) curriculum and instruction, (d) the learner, (e) human capital, (f) work environment, (g) internal communications, (h) external communications, (i) capital resources, (j) governance, and (k) operational logistics. Within these categories are 59 sub-themes that provide a concise window on the specific factors that surfaced. The significance of this study lies in its potential to inform professional development offerings, certification agendas and university preparatory programs that are seeking to produce knowledgeable and effective state-led virtual school senior leaders. Additionally, it provides a base of information for current and future virtual school leaders as well as scaffolding and suggestions for future research.
