Over the past decade or so there have been calls for increasing attention to the study of educational administration across contexts (e.g., urban and rural communities, elementary and secondary school levels) and cultural (e.g., countries) settings (e.g., Greenfield, 1995; Hallinger, 1992; Hallinger & Leithwood, 1996; Hallinger & Murphy, 1986; Hughes, 1988). The reason for this interest is the realization of the diversity in schooling practices within and across different societies and, along with tremendous progress in world communication, the increased possibilities for collaboration with colleagues holding similar interests in varied global settings. As Hallinger and Leithwood (1996) noted, over the past 20 years there has been an increase in the cross-fertilization of approaches toward educational policy and practice across nations aimed at solving particular educational problems.