Abstract
In this chapter, an examination of the origins of the LISA (Leadership Improvement for Student Achievement) and the Pro-LEAD (Uncovering the Complex Relation Between Principals’ Leadership Style and Epistemological Beliefs and its Implications for School Leadership Training) projects is presented. The basis of this review lies on the assumption that leadership approaches at the system level stimulate and foster institutional settings that can have a positive impact at the school level. In other words, within the LISA project an examination of how lower secondary school principals perceive their role, preferred leadership style(s), and their effectiveness in enhancing the overall quality of education is undertaken. Then, with regard to the Pro-LEAD project, an exploration of the relationship between the same leadership styles school principals adopt, their epistemological worldviews, and the contextual and governance structures in which they operate is the main focus. In order to achieve the goals of both projects, the Pashiardis-Brauckmann Holistic Leadership Framework was designed and utilized.
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