The role of principals has undergone changes according to new requirements, functions, competencies and challenges. Main areas which influence leadership in everyday actions can be condensed within a single “confluence model”. In this model four leading concepts can be identified: (1) Management of Quality, (2) Strategies for Effectiveness and Efficiency, (3) Development and Intervention (by changing patterns), (4) Value and Meaning. (Schratz et al., 2015; Wiesner et al., 2015). Important factors for value-driven leadership are the following: Firstly, the inclusion of the past and the future in that educational leaders have to balance their actions within the field of tension between the legacy of a school system and future needs and demands. Secondly, in everyday settings school leaders have to balance their actions between the visions of a future-oriented school system with its regulatory prescriptions and the people involved in operation, such as teachers, parents and students (Ball et al., 2012). Huber and Muijs (2010) as well as Bonsen (2010) point out that school leadership is very important for the quality of schools, its development and transformation. In the planned contribution, we introduce the theoretical framework of Fieldtransformation360 and show its application as a self-assessment instrument for personal mastery and framing school leadership competencies. The proposed model is innovative in covering a wide range of competencies for social and situational actions. Hence, one the one hand it allows school leaders to reflect their strengths and development potential and on the other hand it helps both academics and practitioners to move a step forward working for value-driven school improvement. Our data, including more than 250 educational leaders indicates that school leaders differ in several points with respect to their individual competence profiles. In our presentation we aim to discuss these differences with respect to leadership from the emerging future (Scharmer, 2009) and in relation to successful school leadership.

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