This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low- income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is ¿ perhaps unsurprisingly ¿ faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments