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The health promoting school concept is now a well‐established framework for the development of health promotion initiatives in schools. Increasingly, attention has focused on the evaluation of school‐based health promotion and debate continues over appropriate evaluation designs for the school setting. The authors argue that the case study design provides a useful approach because of its ability to explore the real‐life complexities of social contexts using a combination of quantitative and qualitative methods, with a strong emphasis on process as well as outcome measures. The current ENHPS project in Scotland uses a multiple‐case study design to evaluate healthy eating initiatives in four schools, based on the principles of the health promoting school. Provides a description of the project and highlights the advantages of case study methodology in addressing key issues around effectiveness of school‐based health promotion based on the health promoting school concept.

Purpose – This paper aims to contribute to one's understanding of how beginning principals in Hong Kong exercise leadership by exploring the concurrent influence of their inner worlds and the external contexts on their leadership within a reforming environment.

Based on a study of the work lives of beginning principals in Hong Kong, this paper discusses a number of findings which attest to the complexity of the role of principals in a reforming environment and how this is influenced by an amalgam of personal and other contextual factors.

These include a set of categories and sub‐categories which help to frame an understanding of the work lives of beginning principals, and a rough typology of beginning principals.

The paper contains original data about secondary school beginning principals in Hong Kong, illustrating how their personal characteristics interact with other contextual features to shape their leadership.