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The purpose of this book is to account for instructional leadership practices and functions of principals that succeed in challenging contexts and to know how these principals demonstrated these behaviours and functions so that the contextual realities could not limit nor hinder them from achieving high academic performance in their schools. The book is based on the learning from an empirical study.Literature on instructional leadership practices and functions in challenging contexts is limited. Moreover, how instructional leadership practices and functions can suppress contextual realities has not been sufficiently explored.Emerging from this study is that principals who are able to achieve high learner academic achievement in challenging contexts demonstrate instructional leadership behaviours, practices and functions which are guided by thinking leadership, building synergy and exerting discipline. Thus, applying the insights emergent from this study, principals serving in anykind of contexts but more importantly, challenging contexts can overcome their contextual realities and thereby achieve high learner academic performance in their schools.