Watch--Don't Copy.

International comparisons present the paradox that while such efforts encourage reflection on their own norms, values, and insights, researchers may lack the requisite knowledge to similarly engage a new culture. This work reviews school-leadership research that points to commonalities and differences in social and cultural trends in Denmark, England, Scotland, Finland, Iceland, Norway, Sweden, and Australia. Reports from Scandinavia point to the pressures confronting school leaders, including "New Public Management" models based on market principles, high national expectations without adequate assessment or evaluation, and school cultures resistant to change. Global economic realities drive the devolution of authority in education to the local level, where it is assumed leaders are better attuned to the "bottom-line." In Scandinavia, leaders now face the new challenge of closer supervision of teachers and instruction. Despite appearances of cohesion and many commonalities, significant differences exist within Scandinavia regarding languages, history, politics, democratic norms, and national educational frameworks. Data from parents, teachers, and students reveal significant differences regarding perceptions of teacher quality among all the countries. Data from parents and administrators point to significant differences and some commonalities between Denmark and England regarding desired teacher attributes, school management, discipline, and communication styles. Views on effective school leadership are highly dependent on context and culture. (Contains 14 references.)(TEJ)