ABSTRACT
In our work with schools we have consistently identified the way leadership is conceptualized and perceived within the school as a factor influencing its capacity to cope with change and undertake improvement work. Those schools addressing leadership as a major area for reform, and moving from transactional to transformational models, are maximizing capacity by:
Establishing a clear vision for the school.
Valuing and utilizing task-relevant experience.
Building consensus without sacrificing critical thinking.
Accepting that leadership is a function to which many staff contribute, rather than a set of responsibilities vested in a single individual.
