ABSTRACT
Walker and Dimmock (Introduction, this volume) note that investigations that analyze the relationship between culture and educational leadership promise to add much to our understanding of the ways that schools in a variety of national cultures function. By making theory building more holistic and better grounded in real conditions, issues regarding both the preparation of leaders and in turn their management of schools are expected to be better understood. Their view of culture and schooling is that culture is seen as interacting with economic, political, and sociological factors to shape schools, and they warn against an overzealous search for causality. This is a view we endorse.
