Abstract
This reflective essay argues that public school principals in China and Southeast Asia often demonstrate an inadequate understanding of their visioning responsibilities. They overlook the importance of creating a unique school vision that is tailored to their contextual requirements. Setting direction through a clear vision for the school is one of the four core leadership practices and has been extensively explored around the world. By drawing on personal reflection, this essay highlights the imperative for school principals from the regions to actively participate in developing a school vision that is contextually responsive for their school and also aligns with the guidelines of the department of education. Using three personal examples, it underscores the crucial role that visioning plays in a school's success and the indispensability of stakeholder's involvement in the visioning process.
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