if we are correct, the beginnings of a major realignment of these two cultural strands occurred in the aftermath of the 1980s economic slowdown. the immediate effect of this economic setback on the school system was a process of decentralization.Though this process was most clearly apparent in the creation of independent and autonomous schools, it also created a space for more autonomous school leadership generally, which our two case study principal were amongst the first to take advantage of.Though each principal was able to build on strengths of the school system as a whole, the general view of those we interviewed was that it was their leadership skills, especially their ability to mobilize staff and pupils, that made their schools outstanding (Teddlie & Stringfield, 1993). Both drew the broader traditional and modernizing cultures in this mobilization effort, as evidenced by the eficiency of their school organizations, attention discipline, beliefs about hard work and practice, and an unashamedly proactive notion of leadership itself. However, it was in the different ways that these broader cultural influences were put to work in the school that made the schools and the leadership styles distinctive. Thus, whilst both espoused such traditional values a filial piety and hard work, they turned to Western organizational literature for such idea as consultative management and group work.