The challenges in chapters 2 and 3 are derived from the author's research with educational leaders over a ten-year period as well as from a detailed scan of relevant contemporary literature. The challenges are presented in two ‘orders of magnitude’.

In this chapter, macro challenges are identified, emerging from the continually and rapidly changing context for education and schools. These have been identified by the author from his research and from a wide range of recent relevant literature.

In chapter 3, micro challenges are identified which focus on specific challenges for educational leaders when leading their schools. Many of these were discussed in the first edition of this book and have subsequently been tested and confirmed in research with approximately 1500 school leaders in Australia, New Zealand, Canada (Ontario) and South Africa, using interactive keypad technologies.

In recent times, numerous internal and external pressures and changes have challenged schools and their leaders. There have been seismic shifts in the expectations placed on schools by politicians, policy makers, communities, education bureaucracies, and by more discerning and demanding parents. Many system and school educators are now struggling to respond positively and creatively to these challenges.

This is understandable because adapting to new challenges involves learning and the development of leadership capacities that prepare us for changed circumstances.