ABSTRACT
The central concern of this book is with educational leadership at the individual school level in post-conflict societies, and particularly in post-new war societies. At the broadest level, it is a work that should provoke thinking on the crucial importance of considering matters of context alongside leadership theories when planning educational change for any particular setting. In other words, the book is predicated on the simple, yet profound, observation that leadership can only be understood within the context in which it is exercised and also that decisions on the type of leadership approach to be adopted in any particular circumstance should be greatly influenced by the context within which the circumstance occurs (Bottery, 2006: 169-84; MacBeath and Dempster, 2009).
