It is true that social, cultural and political situations are different among countries in the world. Therefore it has been assumed that school principals' roles and responsibilities among countries will be different. The purpose of this study is to examine if school principals' roles and responsibilities in China, Ghana, Hungary, Turkey, Poland and the United States are significantly different from one another.
THEORETICAL FRAMEWORKBecause of the historical, social and cultural differences among countries, in comparing the roles of responsibilities of school principals from different countries, attention has to be paid to the individual challenging environments they have to face. School principals' perception in one country would be different from those of another. A comparison of school principals' daily responsibilities was conducted by McAdams (1998) to include five countries: Denmark, England, Germany, Japan, and the United States. The findings of the study disclosed that U.S. principals' daily work schedule was busier than those of other participating countries. Flanary and Terehoff (2000) studied school principalship of China, Ireland and Russia. They found that principals in their study must respond to global changes in economics, politics, and demographics to be effective in managing their schools. Another principal comparative study was performed by Johnson, Moller, Jacobson and Wong (2008). They studied the characteristics and practices of principalship among eight countries: