ABSTRACT
Leaders are able to achieve success in their schools when they can simultaneously comprehend, interpret and capitalize on four frames of reference-structural, human resource, political and symbolic (Bolman and Deal, 1991), drawing on the particular insights and understandings which each conveys. Unlike the view of some writers (Johnson, 1990; Schein, 1985), the position taken in this book is that leadership forces of a school culture are not restricted to the symbolic dimension alone. ‘Culture’ as it is defined here, embraces the four overarching perspectives of structural, human resource, political and symbolic dimensions. All have influence, all have commensurate insights to bring to bear, all are equivalent parts which collectively complete the whole.
