This book advances the new field of educational leadership--that of policy scholarship. It examines the ways in which concepts of educational leadership and management have evolved historically and culturally and reviews contemporary debates about the nature of school leadership. These debates involve cultural conservatives, New Right marketeers, democrats, community educators, feminists, and critical theorists. The policy-scholarship approach goes beyond the policy-science perspective. This new approach relates surface social phenomena to the deep structure of historical, cultural, political, ideological, and value issues; and it represents the view that a social-historical approach can illuminate the cultural and ideological struggles in which schooling is located. The book presents fieldwork accounts from a study of 88 headteachers in primary and secondary English schools. It describes how headteachers face new power relationships, new curriculum responsibilities, and management and marketing cultures that generate moral, ethical, and professional dilemmas. The book contains 12 chapters, 2 of which examine the unique situations of Catholic and women headteachers. (Contains 210 references.) (LMI)