This book argues for the importance of context in understanding educational leadership. It discusses the value of leadership in explaining the performance of educational organizations and considers a more balanced approach that emphasizes both structural factors and agency factors in understanding what these organizations can achieve. It also observes the interplay between leaders’ actions and context with regard to decision-making, and in turn contends that large-scale theories are far too coarse to accurately account for the enactment of leadership in shifting and dynamic contexts. Drawing on recent and evolving branches of the neurosciences, the book maps out future and promising avenues, theoretically and empirically, that will help readers to understand what actually goes on in the day-to-day activities of leading and learning in context, and to improve it.