ABSTRACT
Over the past decade policy makers have increasingly focused on the need to develop system capacities for educational reform and change. This focus on change represents a global response to the widening gap between the traditional capabilities of educational systems and emerging demands of the information age (e.g., Caldwell, 1998; Cheng & Wong, 1996; Dimmock & Walker, 1998; Hallinger & Leithwood, 1996; Murphy & Adams 1998). Throughout the world, reform policies are reshaping the context for school management and highlighting the role of school-level leaders as change agents (see Caldwell, 1998; Cheng & Wong, 1996; Dimmock & Walker, 1998; Hallinger, Chantarapanya, Sriboonma, & Kantamara, 1999). Consequently, in London, New York, Bangkok, Hong Kong, Melbourne, Singapore, and Beijing, developing the leadership capacities of school administrators has taken center stage as an educational priority (e.g., Davis, 1999; Feng, 1999; Hallinger, 1999; Hallinger & Bridges, 1997; Li, 1999; Low, 1999; Reeves, Forde, Casteel, & Lynas, 1998; Tomlinson, 1999).
