The organization model of schools envisioned in the context of new governance reacts upon the speed, complexity and visibility of changes in a school environment. Thus, the realization that schools need to become more fluid, innovative and accommodative in order to survive seems to be an inevitable task. In light of the above, the main purpose of this presentation is to explore “situational governance” and “situational leadership” with regards to whether these two terms are antagonistic or complementary in an effort to reposition the ongoing discussion of whether a new kind of “leadership cocktail mix” is needed. In fact, school leaders around the world are increasingly being asked to do more with less and do it better (student outcomes) by aligning the inner- and outer worlds of schools. We are suggesting that they can do this in a more effective and successful way through two main aspects of the Pashiardis-Brauckmann Holistic Leadership Framework: the Entrepreneurial and the Pedagogical leadership styles. Thus, we argue that school leaders of the 21st century need to embark into more Entrepreneurial leadership, which means: Involving the parents and other external actors in the school’s everyday activities; acquiring more resources for the school´s smooth operation; building strategic coalitions with external agents; and engaging in a market approach to leadership. At the same time school leaders need to employ more of a Pedagogical leadership style, which means: Defining and enabling the achievement of the pedagogical objectives; setting high expectations for Self, Staff, Students (3Ss); monitoring and evaluating students and teachers; stimulating pedagogical innovation and risk taking; and participating into everyday pedagogical dialogues. These two leadership styles will help them become an Edupreneurial Leader, which is the new leadership cocktail mix. This means that these new leaders should be scanning their environment strategically; providing a good diagnosis about the readiness and ability to act of their personnel; being flexible enough to utilize a variety of leadership styles as well as their hybrids; and influencing both the outside as well as the inside environment. They take these actions purposefully in order to stimulate the school development process by creating a community of shared responsibility between internal and external stakeholders of the school, thus realizing the educational landscape within their region/community.

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