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This article begins by examining the possible meanings of "sustainability," and argues that most meanings are prescriptive rather than descriptive in nature: they tend, either overtly or covertly, to recommend the particular end-states that writers desire. The article then looks at the threats to leadership sustainability, suggesting that a lack of sustainability is not only caused by excessive volume of work and lack of preparation for the role, but also by how different stakeholders view the role. Greater sustainability, it is proposed, comes from recognizing the "wicked" rather than the "tame" nature of the role, and of the need to apply solutions which reflect the "wicked" nature of many leadership challenges. Finally, links are made between leadership sustainability and the sustainability of larger social, economic and environmental systems, suggesting that they have many similar causes and many similar remedies.

This article investigates the perceptions of English headteachers and Hong Kong principals on the kinds of pressures that they believed affected the way they did their job, and in particular the degree to which they felt their governments were affecting their leadership role. The research utilised semi-structured interviews to generate written "portraits" of these individuals, which were then examined to answer questions about current pressures. The findings suggested that (1) there was considerable variation in the manner these individuals responded to key issues; (2) all individuals prioritised local concerns, and particularly with consideration to the children in their care; (3) there was a greater sense of embattlement from the English headteachers and a more critical approach to legislation, than from the Hong Kong principals, though with considerable individual variation in the degree of overt resistance shown; (4) whilst current educational reforms in Hong Kong seemed to favour the development of creativity more than those in England, there was within both national contexts evidence of the damaging effects of the pace and quantity of reforms.

The notion of sufficiency has not yet entered mainstream educational thinking, and it still has to make its mark upon educational leadership. However, a number of related concepts--particularly those of sustainability and complexity theory--are beginning to be noticed. This article examines these two concepts and uses them to critique the quasi-economic notion of efficiency, before arguing that the concept of sufficiency arises naturally from this discussion. This concept, originally derived from environmental thinking, has both metaphorical and practical impact for educational organizations and their leadership. An examination of three possible meanings suggests that while an embrace of an imperative concept of sufficiency seems increasingly necessary, its adoption would probably lead to a number of other problems, as it challenges some fundamental societal values and assumptions. Nevertheless, the article argues that these need to be addressed for the sake of both sustainable leadership and a sustainable planet.

This paper describes how two primary head teachers, nationally recognised as role models for the development of an education for sustainable development (ESD) in their schools, manage the implementation of this area. In doing so, it shows how they adopt two very different approaches to ESD and to their job generally, and suggests that whilst there are some commonalities between them, educational leadership needs to be seen as driven by a moral purpose, engaging and re-engaging with each situation, entering into a dialectic with others' visions, leading to the re-conceptualisation of problems in different ways. This not only suggests a continued tension between such uniqueness and standardised approaches to headship, but raises questions about current policy imperatives for developing models of sustainable leadership.

It is problematic enough trying to extract the lessons from the past to inform the present and the future; it is even more difficult when there is no history upon which to draw. This is the case with respect to a consideration of the impact of sustainable development upon school administration. Whilst there is a history of events contributing to this issue, the recognition of its global importance is little more than three decades old, and its impact upon school administration remains critically unexamined. This article tries to redress this situation by examining some of the possible reasons for this omission, before suggesting that sustainable development comprises a pyramid of dependency of three related areas, environmental sustainability, social sustainability, and economic sustainability. Through an interpretive history of events which have brought this issue centre-stage in public consciousness, it is discussed how such issues may impact upon school administration, and how they may be addressed. It concludes by suggesting that this area raises significant tensions between a number of societal values which educational leaders also need to address. In so doing, an historical perspective not only throws light on the past and the present, but highlights educational issues for the future. (Contains 2 figures and 57 footnotes.)

This article provides two "portraits" of headteachers in primary schools in England and Hong Kong, derived from semi-structured interviews with these individuals. Contrary to some claims that such a small sample is worthless, this article argues that what is most meaningful is sometimes derived from the singular and unique; that generalisations in education are as likely to be useful if they are "fuzzy" generalisations as if they are from scientific or statistical generalisations; and that the individual case can strip away the clutter of large contexts and allow recognition of a common shared humanity. What these portraits also show is that responses to larger contexts are heavily dependent on personality and local context, and that if policy implementation and professional development are to have impact, then an attention to the personal and the local are going to be critical factors in any success in these areas.

In an age of greater government control and direction of schools, and yet simultaneously a greater devolution of responsibility, there is an international literature suggesting that many in leadership positions feel so pressured that they are seeking early retirement, or simply not coming forward in the first place (e.g. Gronn, 2003; Fullan, 2003). Interestingly, there is also a literature (e.g. Day et al., 2000; Moore et al., 2002; Gold et al., 2003) suggesting that, in the UK at least, headteachers still manage to sustain personal codes of ethics in their practice. Yet the samples for these optimistic findings tend to be individuals seen by themselves or others as "doing a "good" job"; other lower-profile headteachers might then be so controlled and directed that they implement policy much less critically. To investigate these issues, semi-structured interviews were used to ask headteachers in England and principals in Hong Kong about the pressures stemming from legislation, inspection procedures, marketisation, parental choice and competition, time and energy, and any other issues which they perceived as problematic. (Contains 1 note.)

This paper argues that a historical perspective on the study and practice of educational leadership not only provides a deepened understanding of the nature of such leadership, but that the understanding of the nature of this "context" has changed, and that in many ways an emerging understanding of a "global context" provides a new way of viewing such study and practice. The paper will begin by discussing possible meanings of "context", before moving to use examples from England, China and the United States to describe a historical developmental model which ultimately suggests that whilst national context is a necessary part of understanding the study and practice of leadership in education, there is a further need for a more global understanding of the forces that impact upon such leadership, and that such a global context might well provide new perspectives for research into this field. (Contains 2 figures and 31 notes.)

This paper argues that a globalising world is now the context within which educational leaders need to frame their work, and that there are a number of forces occurring at the global level which profoundly affect nation state education policies, and which then result in significant tensions in the work of educational leaders. It is therefore argued that an understanding of the global nature of policy issues, and of their impact upon educational work, needs to be incorporated into a reconception of roles and responsibilities. This paper suggests a number of meanings of "globalisation", and looks at the tensions and paradoxes these create, as well as the changes to professional values they induce. It concludes by suggesting a number of requirements for educational leaders to take forward if educational professionals are to continue to have relevance in the twenty-first century. (Contains 1 note.)

This paper argues that current globalizing forces are profoundly affecting the policies of nation states, and particularly those in education, and producing a situation where educational professional work is both increasingly controlled and increasingly fragmented. This being the case, it is argued that professionals' understanding of the nature of their work and responsibilities needs to change quite radically. The article then argues the need for professional understanding of the global nature policy issues. It then examines some general meanings for "globalization", suggests a number of specific kinds, and argues that there are specific mediations that occur at a number of different levels below this. It then argues that the combination of these global forces and the different mediations produce both an excessive standardization/control and an excessive flexibility/fragmentation of professional work, leading to a number of tensions in practice. The final section of the paper suggests that because of these global forces, "normal" conceptions of the professional role need to be supplemented by further requirements if professionals are to have relevance in the twenty-first century.

In this paper, the author demonstrates the importance of trust for educators. He describes the different developmental stages, different foundations, and different levels of trust. He also discusses what educational leaders can do about it by suggesting a number of different strategies: (1) recognizing that trust is a multi-level concept; (2) acting upon the dynamics of trust; (3) understanding and dealing with the foundation areas of trust; (4) appreciating the mechanisms by which meso-level relational trust works; and (5) appreciating the natures of "thick" and "thin" trust. (Contains 1 figure.)

Examines several meanings of "trust"; argues that different agendas only partially recognize these. Such failure to recognize the complexity of "trust" fails to fully realize the impact this has on the morale of teaching professionals, on acceptable and effective management of schools, and on ability of educational organizations to cope with demands of a knowledge-based society. (Contains 23 references.) (Author/PKP)

Argues that there is widespread unhappiness among teachers in United Kingdom schools caused largely by a combination of neo-liberal domination of global and national agendas and the government's micromanagement of schools. Discusses consequences for learning communities and the professionalism of teaching. Draws implications for educational leadership. (Contains 38 references.) (PKP)

Examines the transference of transformational leadership models to an English educational context in the light of globalization pressures and the current government's response to these models. Defining headteacher success as achievement of centrally imposed outcome measures furthers professional cultures that hamper achievement of transformational leadership approaches. (Contains 29 references.) (MLH)

A key factor in discussing the changing nature of educational management is global context. Global influences may be conceptualized differently. All have important effects, but they are mediated by national governments that are resilient, proactive, and extremely influential in managing educational institutions. Employability is not the only educational objective. (31 references) (MLH)

Examined British mentors' opinions of various issues related to their work in the professional preparation of student teachers. Surveys of teachers from 40 secondary schools indicated that mentors heavily emphasized training on practical classroom and personal development techniques and issues but did not focus on the wider role of the professional teacher beyond such technicalities. (Author/SM)

Asserts that the Big Sisters Programme in Hong Kong provides a good example of a scheme that transcends personal and school issues and facilitates a more participative and democratic view of society. Characterizes the program as a benign form of a "hidden curriculum" and recommends establishing it in secondary schools. (MJP)

Contends policies that develop personal autonomy and honor children's right to participate in school organization and curricular decisions teach democratic values and citizenship. Encourages active teacher intervention, suggesting children's limits reflect teacher expectations and lack of opportunity. Notes two studies where children have effectively participated in school management. (CH)