Notes that, while there have been periodic calls for comparative work in educational administration, few empirical studies have been designed specifically to compare principal leadership practices between contextual and cultural settings. Suggests that conducting such studies raises several conceptual and methodological problems with respect to underlying assumptions about knowledge, appropriate conceptualizations of principal leadership, and methods of inquiry. Proposes first to identify some of the salient conceptual and methodological issues involved in cross‐cultural research, and then to explore and elaborate on these issues in greater detail by investigating principal leadership across two cultural settings.
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