Those researchers working in the field are increasingly aware of the impact that value and value conflicts have within the school due to social circumstances.  Value conflicts, Begley states, are now a defining characteristic of the school leadership role (p. 239) Administrators are placed in the difficult position where consensus is unattainable and typical problem solving techniques are ineffective. So what is being done and what can be done in the future? Begley offers clear guidance on both of these accounts. Important concepts from theory partnered with updated research findings form the basis for the continuation of qualitative research. The conclusions Begley set forth are sound (p. 246) with the generalization that “research about values and leadership are still works in progress.”  Researchers still have not formed a consensus on all accounts. Finding a way to make the study of values and leadership less abstract is one area that will likely receive continued attention in the future.  Begley points out that to date however, several strides have been made in the appropriate direction.  He boasts the following claims that: historical roots have been clarified and identified (p. 245) (forming an impressive listing of several researchers); promising perspectives and approaches have emerged. (p. 246); challenges are being confronted. (p. 246). While a prescriptive future is not certain, positive strides have been taken toward understanding the relationship between values and leadership. It seems that a solution for making values less abstract, in order that study may become more effective remains elusive. Social circumstance and the forces of change will continue to present their own set of problems for researchers in this field. One certainty however, is the likelihood that this issue will remain at the forefront of scholarly research appropriately benefiting multitudes of administrators.