ABSTRACT
The model of school leadership for many years was focused on authority, power, structures, job descriptions, targets and performance management. While this model has not been abandoned for various reasons, it is no longer the sole one advocated by enlightened policymakers. They recognise that in a complex and multi-layered world, the conventional idea of great leadership being the result of the effort of a single individual is no longer sufficient. Rather, attention is given to the plethora of research over the last decade in particular, which has led to a growing recognition that deep and sustained school improvement depends upon the leadership of the many rather than the few (Harris, 2003a). Concurrently, innovation, teacher capacity building, student-centred learning, enquiry and knowledge creation are promoted.
