The capacities and dispositions of schools leaders (as summarized in the previous section of this
paper) that promote school success are part of all earlier models. For Mulford these are part of the “why”
element. Mulford and Johns [50] included principal values (good, passionate, equity and social justice
focus, other-centered, hard-working and sense of humour), Drysdale and Gurr [25] included the personal
aspects of schools leaders as part of the leadership impact level and so they shifted from Mulford’s
emphasis on “why” to “how”. In Figure 1, the school leader box is drawn across the “why” and “how”
boundary to indicate that these features might be drivers for what leaders do (the “why” element) as well
as features that allow or enable them to be successful leaders (the “what” element).