Abstract

The pivotal role of the school leader as a factor in effective schools has been corroborated by findings of school effectiveness research over the last two decades. School improvement researchers have also demonstrated increasing recognition of the importance of school leaders for all stages of the school improvement process. The school leader is most often cited as the key figure in the individual school’s development, either blocking or promoting change, acting as the internal change agent, overseeing the processes of growth and renewal. The school leader’s role has to be seen in relationship to the broad cultural and educational contexts in which the school is operating.