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This paper aims to examine how social and moral salience influences the activation/deactivation of consumer motives and how this in turn affects costly pro-environmental consumer behavior.

In two experiments involving real purchases, it was tested whether social salience (private vs public choice) and moral salience (recall of neutral vs immoral action) lead to the activation of normative motives, and/or the deactivation of economic motives, and whether this facilitated the purchase of a costlier green product.

Participants were motivated by both economic and normative motives, and they actively made trade-offs between these motives as the choice environment changed. Green consumption was positively influenced by social and moral salience but only when both salience conditions were present simultaneously. However, salience did not lead to the activation of normative motives, as was expected, but to a deactivation of the motive to save money. This may suggest that while the importance of norms was not altered by salience, the perceived value of the green option likely changed in such a way that participants became more inclined to choose the costlier green option.

The present research sheds light on how and why social and moral salience influences green consumption. It was demonstrated that social and moral salience influences the tendency to purchase costlier green products, however, only when both are combined. Also, the effects of social and moral salience may not rely on the activation of facilitating social and moral motives but rather on the deactivation of conflicting economic motives.

In the rational model of the democratic governing chain, intervening spaces at all levels are neglected in relation to the policy process. An intervening space is a group of persons with the power and responsibility to interpret policy at their level in an organization. The research question is as follows: How are democratic policy ideas visible in the intervening spaces of a governing chain in public schools?

The study is based on two municipalities representing the 25 most populated cities in Sweden. The data are based on interviews with 66 informants with leadership roles on the district level and two schools in each municipality.

Leadership is obviously more than making decisions. It is also about facilitating and creating trust, engagement, motivation and willingness to take responsibility. In this process, intervening spaces are central. They exist at all levels from the national ministry to the classroom. The empirical examples show the importance and challenges in how different leadership roles, relationships and interaction transform policy intentions to practice on the local level.

The authors contribute by highlighting the parallel interpretation processes that take place at various leadership levels locally. There are possibilities and challenges in aligning the intervening spaces into a rational governing chain. The findings indicate that intervening spaces and policy drift is vital to support, control and use professional competence in the process to transfer political ideas to classroom practice.

The purpose of this paper is to describe the results of a follow‐up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained?

Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation.

The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards.

The paper adds to the literature on the vital role of the principal in determining a school's success and also points to the value of strong, cohesive teacher teams.

The purpose of this paper is to synthesize the findings of the follow‐up studies of successful school principals in six countries – Australia, Denmark, England, Norway, Sweden, and the USA.

Data were categorized according to stakeholder expectations, the concept and practice of leadership, and the sustainability of leadership.

The synthesis revealed that several similar factors contribute to sustained successful leadership, although there were also differences that appeared to be associated with two groupings of countries – Australia, England and the USA on the one hand, and the Nordic countries, on the other.

The paper brings together data gathered from the same schools five years apart and facilitates a better understanding of the sustainability of successful school leadership.

Schooling is a significant tool for fostering future generations, which, in turn, implies that the curriculum is an ethical document. It mirrors the society's notion of what is valuable, useful and necessary from a societal and individual perspective. The purpose of this paper is to address the Scandinavian curricula's ethical framework, which is negotiated by school leaders and educators.

The paper provides an overview of the political intentions for desirable socialisation and civic identity represented in Scandinavian curricula, and discusses the implications for ethical school leadership.

There is a disparity between rhetoric and reality when it comes to a “school for everyone”, since the curricula's promoted content and end are interpreted differently. The paper indicates that an awareness of individual and less conscious internal values and how they steer conduct is significant.

The paper is among the first to address Scandinavian curricula's promoted values and their consequences for ethical school leadership.

This article seeks to centre on Cypriot, English, Greek and Swedish selection and training of principals. This was part of a 2001‐2002 European Union (EU) funded study which created a distance learning CD ROM for principals.

National education systems and principals' selection and training were analysed and compared using documents, focus groups, principals' interviews and an international seminar.

The most centralised systems of Greece and Cyprus had less principal preparation, and more government involvement in principal selection, than the less centralised Sweden and England.

The extent of training was perceived to matter less in successful principalship than selecting the right people, although even a good leader can be improved through training and principals were concerned about their lack of formal training.

The rationale behind the theme is that in most countries, there are mission statements in different laws and policy documents that describe the purpose of schools. Most of those statements contain two goals; passing on knowledge from one generation to the next and the upbringing of good and harmonious citizens who shall be able to take over and continue to develop the world's democratic societies. If it is decided to believe that the policy makers want to have democratic schools that foster the next generation, the style of leadership used in schools has to be reviewed. A question seldom asked is: What kind of leaders can be models for the goals and democratic values decided and what kind of training do they need? This special issue of Journal of Educational Administration presents a set of articles which explore this theme.

The purpose of this cross‐cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.

The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi‐national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.

The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.

Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.

Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.