This document presents a basic model of the relationship between leadership, situation, and outcomes. Following a discussion of questions on the nature, origin, and future significance of good school leadership, the conceptual, empirical, and practical tasks of a systematic approach to school leadership are explored. Multiple constituents, school structure, and the technology of instruction are described as three features of public schools that must be recognized in designing a research strategy. The influence of changing social problems, public problems, demographics, fiscal constraints, student populations, and expectations on school leadership is discussed. Next, conceptions of leadership are explored in terms of: (1) the significance of school contextual variables; (2) the relational nature of leadership; and (3) the difference between leadership and position. Last, our current understanding of educational leadership is summarized through a review of related literature, and needs related to promoting good school leadership are discussed. (113 references) (CLA)