Chapter 2 investigates in greater depth the relationship between school leadership behaviours and school renewal. As school renewal is a form of educational change that is primarily concerned with a social-constructionist philosophy of education and learning it therefore, centres on processes associated with building knowledge of teaching and learning within a context that aligns well with the school’s articulated visionary components.

The social-constructionist nature of school renewal is seen as the defining difference between renewal and school reform because the latter is an imposed process. Particular aspects associated with whole-of-school change are developed at this point inclusive of shared vision and goals, teamwork, a teaching and learning environment focus, expectations, along with contextual influences.

The authors then differentiate between those activities that lie within a leadership domain and those more aligned with management roles. While leadership and management may be perceived as distinct, albeit complementary, processes management tasks may in fact be a significant detractor from leadership functions.

The chapter concludes by reminding the reader that the disposition and behaviours of a school’s leadership and the subsequent rate of adoption of desired renewal type changes is significantly influenced by prevailing school cultural elements.