Abstract

This paper reports upon findings from three multiple-perspective case studies of successful principals leading successful schools in Victoria, Australia. A government primary school, government special school and a Catholic primary school principal are the subjects of the case studies. Each principal was described as making a significant difference to the quality of education in his or her school. They were seen as the engine rooms that powered their schools’ success. It was evident that these principals had both a sophisticated and clear view of their leadership, with instructional, transformational and contingent forms of leadership most obvious. Whilst all had different personalities and interpersonal style, all were well regarded by their communities for the way they related to people.