We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. The research was quantitative and contextualized in the Secunda region of Mpumalanga province in South Africa. The methodology followed a literature study and an empirical investigation in the form of a pre- and post-test experimental-type design. A structured questionnaire was administered to 400 teachers in 40 randomly selected schools divided into two groups. One group of 20 principals was provided with an intervention programme regarding the dimensions of holisticleadership. The other group of 20 principals was not exposed to the intervention programme. The perceptions of teachers from their schools were probed using a pre-post-test design. The intervention programme and biographic variables served as independent variables whilst the seven factors of holistic leadership formed the dependent variables. Principals who were exposed to the intervention programme were perceived by their teachers to be more competent than their counterparts who were not exposed to the programme.