A school leader takes an active and well-defined role in the process of coconstructing the school curriculum. Given that school life is not solely influenced by the official curriculum but the hidden curriculum as well, the question arises as to what role the school leader plays when it comes to hidden curriculum. The hidden curriculum is unwritten, more difficult to understand or notice, and has a significant impact on school life because it strongly influences the educational process and its participants. In this paper, a qualitative method was applied, and a basic qualitative interpretive research approach was chosen to conduct a multi-perspective analysis of the elements of three pedagogical research approaches to the hidden curriculum to determine the role of the school leader in the process of constructing the hidden curriculum. The analysis indicates that the school leader takes an affirmative role from the perspective of human science pedagogy, a subversive role from the standpoint of emancipatory pedagogy, and a role that can be characterised as dichotomous from the perspective of phenomenological pedagogy. The results point to the complexity of the school leader’s role when the hidden curriculum is concerned, depending on the leader’s point of view and their efforts to tackle the influences of the hidden curriculum in a constructive or deconstructive manner. The role that the leader decides to take on (consciously or unconsciously) will determine students’ educational experience, the relationships between the employees, as well as the leader’s own professional experience in the leading position.