**4. Leading and leadership within socially distinct contexts**

Leading occurs in various social contexts among of which are schools. Schools operate in vast social contexts influenced by socio-economic, techno-cultural and religious factors. The vastness of these social factors directly has a bearing on the quality of leading and leadership as well as the school functionality. Excellence in leadership at various levels of the institution is connected to the attitude of its employees, performance, climate and the conduciveness of the environment [45] as well as existential factors. Leaders are expected to ensure that what needs to happen, happens with the involvement of all concerned stakeholders. However, context and social elements matter and mainly influence the extent of leading and leadership success. This is because the functionality of leaders is determined by the characteristics of both the leaders and followers [12].

In general, context matters and thus the social dynamics at play and the leadership, serve as the best abettors regarding the institutions' state of functionality. The relationship between the leader and followers has a direct bearing to the prevailing conduct and functionality of the school [12]. Based on such relationship, the elements at play are socially constructed and define the context. Contexts vary from excellent performance and functional to difficult and underperformance. Excellence and functionality can be juxtaposed to favourable social conditions and contexts whereas underperformance and extreme contexts may be placed alongside unfavourable social situations.
