The effective management of disruptive student behaviour is a recurring theme in educational literature and continues to rate as a significant community concern (Carr et al., 2002; Dunlap et al, 2010).  Schools and communities regularly seek strategies aimed at supporting and preventing disruption. Principals are viewed in the literature on student behaviour and on school leadership as a central figure who plays a significant role in influencing school cultures, student outcomes and the adoption of school-wide practices that support the inclusion of students with diverse educational needs (Reihl, 2000; Hallinger & Heck, 1998).

Leadership aimed at implementing school-wide approaches is a form of cultural change in schools which can be influenced by a range of factors, including amongst them individual leadership approaches and the contextual characteristics of schools (Fullen, 2002). Further, studies examining common factors associated with successful school leadership point to the importance of principals as inspiring confidence both in their own knowledge and practice and that of their staff and school communities (Gokçe, 2009; Gurr & Drysdale, 2006).

Rural circumstances create challenges for school principals. Rural schools are often not able to access the same resources offered to urban schools. Despite rural school communities having the benefits of smaller schools, close ties with community, and often stronger relationships between students and teachers, rural schools can face particular barriers to achieving success (Horst & Martin, 2007). Conversely, Collard (2001) found that principals’ confidence in developing shared sense of purpose with their teachers and communities decreased in large schools with over 600 students, which usually are found in urban areas.

This paper presents findings from a larger mixed methods study which explores how principals construct their knowledge on behavior management and the relationship between context and formal learning on principals’ practice. In particular, this paper explores the self-confidence of 341 primary school principals across rural and urban New South Wales (NSW) in providing school systems of support for students with disruptive behaviour, measured through the Principals And Behaviour Survey (PABS). From these schools, 63 schools have been identified as rural schools and the paper explores the questions i) do rural/urban contexts impact on principal confidence in managing disruptive behaviour? ii) do rural/urban principals report differing attitudes towards resources and availability of support for students with disruptive behaviour? iii) do rural/urban contexts influence the approaches taken by principals in implementing school systems of support?

From these empirical questions, a discussion follows aiming to explore the factors influencing the construction of principals’ knowledge on behaviour management and support systems. This discussion explores how localised and contextual factors entwine with regional, state and national policy as well as behaviour theories and approaches.

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