Robinson, a principal at a primary school and children's center in the UK, draws on her doctoral research to explore the impact of education policy on the role of the principal in England. She draws from interviews conducted with 27 principals from 2005 to 2011. She outlines the context of school leadership in England, including issues governments face when introducing policy, the main themes of educational policy from 1944 to 2001, why Labour leaders believed change was needed, and the reasons and implications of systems thinking for policy design. She discusses how the policies of the Labour government from 2001 and those introduced by the Coalition government in 2010 have led to changes in the role of principals; theoretical frameworks of leadership and the type of leadership and professional development offered to principals; the role of the National College; and the main challenges facing principals and how they manage their roles within current educational constraints. Included is discussion of their understanding of their new roles, changes in relation to parents and governors, their new external and internal roles, how they manage accountability and standards, and how they are moving toward a more strategic role. The final section identifies key findings from their perceptions and implications and recommendations for government. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)