Michael Cowie is Academic Co-ordinator of the Scottish Qualification for Headship in the Centre for Educational Leadership at the University of Edinburgh, UK. A former secondary school teacher, Michael was previously Senior Lecturer at the University of Aberdeen in Scotland and Director of the North of Scotland Headteacher Preparation Consortium.

• 1. New principals: context, culture, preparation, induction and practice Michael Cowie; Part 1: Africa; 2. South Africa: 'It's about knowing what's right for your school and what's not' Kobus Menz; 3. Tanzania: Problems without solutions Brown Onguko; Part 2: Americas. 4. Texas: Guiding principles, technical skills and relationships Sarah Nelson; 5. Mexico: Being a 'wave maker' in a bureaucratic system Edith J. Cisneros-Cohernour, Jose Maria Garcia Garduno, Mtra. Gema Lopez Gorosave, Charles L. Slater; 6. Alberta: Connecting preparation and reality Charlie Webber; Part 3: Asia; 7. East Timor: 'Our school is our independence': school leadership and post conflict reconstruction Reynold McPherson; 8. China: 'They say the first year is the hardest' Xiao Liang; Part 4: Australasia; 9. Australia: At the edge of the silent centre: leading an isolated school Helen Wildy and Simon Clark; 10. New Zealand: 'You're on your own now': taking off the L Plates Reynold McPherson; Part 5: Europe; 11. Scotland: 'I want to do the best job that I can, so I worry': the responsibility, complexity and privilege of school leadership Michael Cowie; 12. England: 'OK today I'm doing this, this, this and this and then I get a phone call': navigating complex demands and expectations Megan Crawford; 13. Germany: 'I think I do a good job but I could do a better job': becoming and being a school principal Heike Schluter; 14. Conclusion: Comparing the Experience of Principals in Different Contexts Michael Cowie and Megan Crawford; References; Index.

'This book offers 12 tales of school principals from across the continents that allow you to engage, smell and almost touch the intensity and passion felt for their role and the children and fellow teachers they serve. Academic participants in an international project on early principalship, in conjunction with principals, tell the stories and succeed in providing realistic human portraits laced with biographical detail, professional formation, contextual information and insights into the complex and demanding role. Educational theories are exemplified in the daily work of these principals and their locations, aspirations, inspirations and hopes for the future. Inherent risks, stresses and uncertainties abound; these are real people and very real schools.' Jim O'Brien, Emeritus Professor of Leadership and Professional Learning, University of Edinburgh, UK.

Michael Cowie is Academic Co-ordinator of the Scottish Qualification for Headship in the Centre for Educational Leadership at the University of Edinburgh, UK. A former secondary school teacher, Michael was previously Senior Lecturer at the University of Aberdeen in Scotland and Director of the North of Scotland Headteacher Preparation Consortium.

• 1. New principals: context, culture, preparation, induction and practice Michael Cowie; Part 1: Africa; 2. South Africa: 'It's about knowing what's right for your school and what's not' Kobus Menz; 3. Tanzania: Problems without solutions Brown Onguko; Part 2: Americas. 4. Texas: Guiding principles, technical skills and relationships Sarah Nelson; 5. Mexico: Being a 'wave maker' in a bureaucratic system Edith J. Cisneros-Cohernour, Jose Maria Garcia Garduno, Mtra. Gema Lopez Gorosave, Charles L. Slater; 6. Alberta: Connecting preparation and reality Charlie Webber; Part 3: Asia; 7. East Timor: 'Our school is our independence': school leadership and post conflict reconstruction Reynold McPherson; 8. China: 'They say the first year is the hardest' Xiao Liang; Part 4: Australasia; 9. Australia: At the edge of the silent centre: leading an isolated school Helen Wildy and Simon Clark; 10. New Zealand: 'You're on your own now': taking off the L Plates Reynold McPherson; Part 5: Europe; 11. Scotland: 'I want to do the best job that I can, so I worry': the responsibility, complexity and privilege of school leadership Michael Cowie; 12. England: 'OK today I'm doing this, this, this and this and then I get a phone call': navigating complex demands and expectations Megan Crawford; 13. Germany: 'I think I do a good job but I could do a better job': becoming and being a school principal Heike Schluter; 14. Conclusion: Comparing the Experience of Principals in Different Contexts Michael Cowie and Megan Crawford; References; Index.

'This book offers 12 tales of school principals from across the continents that allow you to engage, smell and almost touch the intensity and passion felt for their role and the children and fellow teachers they serve. Academic participants in an international project on early principalship, in conjunction with principals, tell the stories and succeed in providing realistic human portraits laced with biographical detail, professional formation, contextual information and insights into the complex and demanding role. Educational theories are exemplified in the daily work of these principals and their locations, aspirations, inspirations and hopes for the future. Inherent risks, stresses and uncertainties abound; these are real people and very real schools.' Jim O'Brien, Emeritus Professor of Leadership and Professional Learning, University of Edinburgh, UK.

Michael Cowie is Academic Co-ordinator of the Scottish Qualification for Headship in the Centre for Educational Leadership at the University of Edinburgh, UK. A former secondary school teacher, Michael was previously Senior Lecturer at the University of Aberdeen in Scotland and Director of the North of Scotland Headteacher Preparation Consortium.

• 1. New principals: context, culture, preparation, induction and practice Michael Cowie; Part 1: Africa; 2. South Africa: 'It's about knowing what's right for your school and what's not' Kobus Menz; 3. Tanzania: Problems without solutions Brown Onguko; Part 2: Americas. 4. Texas: Guiding principles, technical skills and relationships Sarah Nelson; 5. Mexico: Being a 'wave maker' in a bureaucratic system Edith J. Cisneros-Cohernour, Jose Maria Garcia Garduno, Mtra. Gema Lopez Gorosave, Charles L. Slater; 6. Alberta: Connecting preparation and reality Charlie Webber; Part 3: Asia; 7. East Timor: 'Our school is our independence': school leadership and post conflict reconstruction Reynold McPherson; 8. China: 'They say the first year is the hardest' Xiao Liang; Part 4: Australasia; 9. Australia: At the edge of the silent centre: leading an isolated school Helen Wildy and Simon Clark; 10. New Zealand: 'You're on your own now': taking off the L Plates Reynold McPherson; Part 5: Europe; 11. Scotland: 'I want to do the best job that I can, so I worry': the responsibility, complexity and privilege of school leadership Michael Cowie; 12. England: 'OK today I'm doing this, this, this and this and then I get a phone call': navigating complex demands and expectations Megan Crawford; 13. Germany: 'I think I do a good job but I could do a better job': becoming and being a school principal Heike Schluter; 14. Conclusion: Comparing the Experience of Principals in Different Contexts Michael Cowie and Megan Crawford; References; Index.

'This book offers 12 tales of school principals from across the continents that allow you to engage, smell and almost touch the intensity and passion felt for their role and the children and fellow teachers they serve. Academic participants in an international project on early principalship, in conjunction with principals, tell the stories and succeed in providing realistic human portraits laced with biographical detail, professional formation, contextual information and insights into the complex and demanding role. Educational theories are exemplified in the daily work of these principals and their locations, aspirations, inspirations and hopes for the future. Inherent risks, stresses and uncertainties abound; these are real people and very real schools.' Jim O'Brien, Emeritus Professor of Leadership and Professional Learning, University of Edinburgh, UK.