During the past few years there is a strong and increasing debate amongst the research and academic community on the significance of educational leadership for school effectiveness. Moreover, the broadening of the European Union with the participation of ten new members also meant the widening of the interest around the various education systems across the European states. In this paper, our aim is to investigate and compare the views and practices of English and Cypriot Headteachers, through the use of group interviews. There are a number of differences between the two educational systems. At the national level, the English educational system is a highly decentralised system with an increasing number of powers invested in the School Governors, the Local Educational Authorities and individual school units. However, we could argue that at the school level, the English educational system remains a centralised educational system or a pseudo-decentralised educational system due to reasons that have to do with the increased demand for accountability and also due to the powers that have been given to Headteachers. On the other hand, the Cypriot educational system remains a heavily bureaucratic and centralised system at the national level, whilst at the school level it is characterised as a micro decentralised or a pseudo-centralised system due to reasons that have to do with the lack of time for Headteachers to manage the instructional practises and learning, the lack of powers to manage the school in their own way and the demanding administrative role which is time consuming. Preliminary data indicate that the educational context within which school heads operate, is a significant determinant of their role. We believe that the difference in how power is allocated within the two systems allows Headteachers to built and sustain an educational vision for their school unit.

The debate on educational reform is high on the agenda in Cyprus. In 2004 the President of the Republic of Cyprus initiated a debate on educational reform, inviting all those interested for the future of our children-organised bodies as well as individual citizens-to get actively involved in an effort to re-shape the structure and goals of education (Debate on Educational Reform, 2005). It is our view however that this remains in rhetoric rather than reality. As practitioners we have not seen any effort to involve us in any such re-shaping.  Existing literature, and research evidence, point to the significance of teachers, and in particular teacher-leaders in achieving deep and sustainable change.  This article analyses the role of teacher leadership in monolithic educational system as a tool in achieving school improvement and development experiences.  The detailed analysis of what happens within the Cyprus Education System, a highly centralised system, indicates that the role of teacher-leaders is still in embryonic stages and not well thought of through despite the good chances for flourishing.  Those who are seen to exhibit, unofficially, leadership behaviours are often restrained, and compromise with this reality; those who officially assume such a post are found to have a peculiar status with not-clearly defined role and responsibilities. Recently there is an increasing debate on a proposed education reform act. Is there any room for teacher-leadership in the proposed educational reform? In this article we explore ways as to which this could be achievable, drawing on the early stages of a research study intending to investigate the future of teacher leadership within the new improvement era in Cyprus.