Over the years, various concerns have been raised relating to Fijian education (Baba 1979; Dakuidreketi 1995; Bacchus 2000)It has been highlighted that many Fijian educational institutions are not doing well academically(M.Singh 2008) Media reports have further suggested that all school participants, including management, staff and parents, must share responsibilities for this debacle. Of these groups, the school administrator plays a key role in all affairs of the school. These schools face considerable challenges such as uninspiring leadership and lack of support from the community served by the school (Williams.E. 2000). As (Leithwood 1999) argued, “outstanding leadership is exquisitely sensitive to context”.
In the same vein, (NCSL 2001-2002) in the UK argues that leadership should be viewed as a contextualized activity”. Thus, the context in which you are affected is what you do as a school leader. Literature for example, (David Stewart 1985) demonstrates that a good working theory in school administration is necessary for the purpose of effectively running a school. Since all schools have special characteristics, it is vital for school principals and head teachers to adopt a theory that will help them to have a good understanding of aspects relating to their professional work. In this regard, it is crucial that school administrators are professionally prepared for the job. Undoubtedly, application of knowledge acquired from educational administration courses in everyday work will make a difference in the school’s performance. Due to the importance of leadership in securing sustainable school development, many countries have invested considerably in the professional preparation for on-going development of school leaders (Bottery 2004). Generally, research literature demonstrates that effective school leaders exert a strong influence over the effectiveness of the school performance (Wallace 2002). Thus, the quality of school leaders matters because they motivate teachers and in turn, the quality of teaching and learning that is carried out in the classrooms (Fullan 1996; Crowther 2000; Day 2000; Hargreaves 2003; Bottery 2004)Consequently, the importance of leadership in inspiring all school participants will lead to improvements not only in the teaching and learning process but also in all other facets of the school organization (Hopkins.D 2001; Bottery 2004). Overall, principals and head teachers are the ones who determine the directions in which their school should be heading (Ishwar.Govinda.Lingam 2008).
“No leader lasts forever few things are more tragic than leaders clinging grimly to power when their glory days are behind them” (Coles.J.Martin 2003; Hargreaves 2003)
Leaders with older qualifications find it very difficult to manage changes in education in the 21st century. The obsolete qualifications give stress to leaders because it is unworkable with the challenges and demands of contemporary education in the 21st century.