From our research in mapping the field we can see that there are some research desiderata: research is needed to cover certain topics, however, research is also needed which takes certain advanced research methodologies and methods into account. We suggest to develop more mixed methods designs. Combining different approaches can in many ways be fruitful either in an explanative or in an explanatory way. It is also interesting to see how alternative data gathering methods might illuminate the complexity of organisation and leadership context, as, e.g. Huber (2008b, 2009c) uses Social Network Analysis, Life Curve Analysis, such as pictures and metaphors. In addition to more complex data gathering methods, there is also a need for more refined methods of data analysis such as multi-level, growth models, structure equation modelling. Moreover, research that takes the context and the contingency into account needs to be undertaken. However, these expected pieces of research imply high demands. There are obvious contextual differences in terms of leadership such as the extent of autonomy school leaders have within the educational system, their appointment and selection criteria, and many other less easily accessible cultural differences. It is about the culture of organisations and systems and the more general professional and general culture of a field and of countries. Carefully designed comparisons with other fields and other countries would be very illuminating. To sum this up: If we want to move both research and practice forward we need to perform more rigorous quantitative and qualitative research, aimed at both measuring impact and exploring processes, taking into account the complexity of schools as organisations, and refraining from an overly prescriptive approach that, on the basis of very limited research, posits absolute truths about good practice. Last but not least we need to create better ‘fits’ of theories, empirical research and experienced practice. Hence, besides all methodological and methodical questions and desired modified research practice, there is also a need to refine theoretical models and theories (whether with a very focused or with a broader approach). Empirical research should lead to further developed theories and theoretical assumptions should guide further empirical work. National and international experiences should be considered and integrated, and international research co-operations should be promoted. As a basis for this, national and international networks should be further developed. In these networks, educationalists and practitioners should have a forum for the exchange of ideas and for cooperation

Huber, S.G. (2016) The School Leadership Research Base in Germany In Helene Ärlestig, Christopher Day, Olof Johansson (Eds) A Decade of Research on School Principals: Cases from 24 countries (Dordrecht: Springer),