ABSTRACT
Our concern in Part B is the leader’s role in the self-managing school. In Chapter 4 we dealt with cultural leadership and the manner in which the leader works with others to create and sustain a culture of excellence. In Chapter 5 we were concerned with strategic leadership and the importance of taking charge of the school’s agenda, addressing simultaneously external threats and opportunities and internal strengths and limitations. The focus in Chapter 6 was on ways in which school leaders can nurture the entire community in matters related to learning and teaching and the support of learning and teaching. Implicit in all of our illustrations and guidelines was a leader who is responsive to the needs of students, the local community and society at large; that is, while the decentralisation of authority is the essence of self-management, the exercise of that authority calls for a high level of responsiveness.
