In a century characterized by rapid technological innovation, mobility and globalization, school leaders and teachers are facing rising expectations and new challenges. The changing social environment has been accompanied by changes in major legislation resulting in new governance structures across most of the European countries. Accountability has become an important concept, if not the most important concept of school policy many places in the world. In the paper I start by providing a review of research on educational leadership within a Norwegian context and use this analysis as a basis for identifying issues and methodological approaches which will be required in the future. A main argument is that we need more longitudinal observational studies that document changes in leadership practices over time. Further research should draw broadly across various methodologies to document both the construction of educational leadership and how principals can support and promote teaching and a diversity of learning outcomes. At the same time research on principals needs to be connected to school governing.