ABSTRACT
It is clear that special kinds of leaders and leadership are required for school self-management, both at the system level and at the school level. For example, there is no place for an autocratic leader who is unwilling to empower others; in a self-managing school, leadership pervades the school community. Leadership is exercised within the policy group where there may be a number of working parties, within program teams, and within organisations of teachers, parents and students. This widely dispersed leadership is, of course, in addition to that exercised in the course of day-today activities in the classroom and around the school.
