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y aspect. The plan enables a school to set common goals for everyone that may not be achieved by the end of the timescale. Some of them may be changed within the timescale itself (Hargreaves and Hopkins, 1991, p7).

To what extent does collegiality helps in school development planning?

The leader plays a very important role in management. After various studies carried out with different heads of schools, and even through a reference of a number of studies, Valerie Hall (1998, p145), concludes that heads of schools need to be involved in the whole process of the SDP; that is from the planning session to the implementation and evaluation. Therefore it is the heads’ responsibility to ensure that the targets are put into action.

However, when the institution is managed only by one person, it leads to an autocratic style of leadership. Through collaborative leadership and collegiality, actions for school improvement are shared among the head, teachers and other staff members. This type of leadership contributes a great deal in students’ learning and improves their achievement (Hallinger and Heck, 2010, p12). A good leader should work on strategic planning in a way that s/he involves others in the decision making process without imposing on them or manipulate them to support his/her opinions

As described by Hoyle (1981, quoted in Bush and Coleman p4) management is not something static but ongoing. It is an activity where members of a particular team work together to achieve a set of goals. On the other hand Glatter (1979, cited in Bush and Coleman p4) defines management as concerned with the organisation in itself and with its context in the outside society. In education, management is needed to set directions, aims and objectives with regards to learning.

How far is the staff involved in the development planning?

Research shows that self management schools give better education because it is directed to individual needs while schools run by the government or other institutions will present education equal for all despite the differences between the members of one school and the other. (Bush and Bell, 2002b, p9)

West-Brunham (1994, p82, quoted in Middlewood, 1998, p10), describes the strategic planning as “mapping a route between the perceived present situation and the desired future situation.” He states that in order to manage an educational institution well, one has to apply ‘strategic planning’ (1994, cited in Lumby, 2002, p86).

Collegiality involves teaching staff in the decision making process through discussion and shared power in the institution. From a number of studies in South Africa, Bush (2002, p20) found out that teachers were not involved in the decision making process. He concluded that through collegiality this problem can be avoided. When different people, having different views work together, results will be improved. While discussions may take longer, the practical part of the decision may take less time because teachers will be putting into practice what they have worked for. Davies’s and Ellison’s (1992, p71) thoughts support this view by stating that when teachers and other staff are involved in the planning they will be much more open to work on it than when it is imposed on them.

In a study carried out by Braithwaite (1994, p146), 35% of 21 Australian s