Abstract
This case study examines leadership learning in a principalship development programme. The assessment of learning in the form of objective and subjective knowledge is done through the lens of complexity theory and Popper's three worlds. The study involved participants in a principalship development programme called the Leaders in Education Programme (LEP). The LEP is designed and implemented by the National Institute of Education Singapore with partnership from the Ministry of Education Singapore. Since its inception in 2001, the LEP has developed more than 300 school leaders in Singapore schools. Through the analyses linking the concepts of complexity theory and Popper's three worlds, we gained valuable insights into how participants developed practical knowledge in leadership and management. The outcome of the analyses has implications for leadership programme design and for leadership development in countries with similar challenges to prepare a new type of school leaders for the 21st century.
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