Concerning the issue of taking up new roles for principals in School-based Management (SBM) in Hong Kong, I used a comparative approach in document analysis in the study. Countries chosen for comparison were Australia (Victoria), England & Wales, Singapore, and Hong Kong. They were comparable because they have similar configuration of education systems and they had SBM. Based on the discussion of G. M. Crow about the role conception that determines the enactment of a social role this dissertation adopted his framework for understanding role change. Here it argued that before taking up a new role there is a new context for the role occupant for his (her) new perception of the role he (she) has to consider assuming. Thus new contexts of different countries created by the
implementation of SBM at the school level are compared through the framework of role conception content as which is under the influences of the interaction of policy elements of SBM, the profession of principalship, and the organizational factors.
From the comparison the new context of SBM in Hong Kong secondary schools for veteran principals could be projected for it is similar to other places although she has her uniqueness. Based on the comparison the four-facet of principalship (strategic leadership, organizational leadership, instructional leadership, and the culture ethics and law leadership) advocated by the policy in Hong Kong for role change was evaluated. It was concluded that it would not be optimistic about taking up these dimensions of new role for the veteran principals due to the new context created by SBM, except the organizational leadership, which might be enhanced. Any success of the new four-facet role taking is circumstantial, not directly related to the implementation of SBM.