This paper looks at the implications of the findings from papers 1 to 3 for research and practise in educational leadership. It is obvious that the complexity of leadership processes and their impact requires the use of research designs which take complexity into account as well as mixed methods and employment of multiple perspectives. The paper argues that integrated models of leadership research are needed which include criteria such as conceptual awareness and coherence with respect to integrating research questions, theoretical framework, methods, analysis, and conclusions. The model also implies critically engaging in discussing research results linked to limitations of the study conducted and implications for leadership practice (cf. Yanchar & Williams, 2006). However, as education is a contested arena with multiple and often contradicting goals (such as enhancing employability and developing citizenship), we have to deal with normativity as well as with theory and empirical research (Huber & Moos, 2007).Therefore, this final paper also discusses the relationship between goals, theoretical and methodological perspectives, in order to present a framework for research on leadership that takes different normative positions into account, thus allowing researchers and practitioners and to position themselves appropriately.