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pkins (1991, p7). From the above mentioned findings the SDP in School X does not seem to be student oriented as it is stated in the literature review by Hopkins and MacGilchrist (1998, p410). The goals to be attained must be designed according to the students’ desired achievement. Therefore it should include learning goals sustained by obtaining methods. Looking at students’ achievement in the planning process makes the plan realistic. This was also indicated as an important factor in this survey. Middlewood and Lumby (1998, p82) refer to a study carried out in 1995 by Middlewood and Riley which states that students needs were rarely involved in the development planning of the schools under study. This will not lead to any success in school improvement.

To what extent does collegiality helps in school development planning?

Findings

The SDP process in School X involves the following actions presented in the figure 2. Only one person knew what collegiality was and identified it as one of the processes in planning. The others seem to see it either inapplicable to the school or else they did not understand the concept.

Analysis

All the staff can participate in different kinds of management areas within the school. The head’s role is mainly to direct, coordinate the planning, create space and be open to other people suggestions. Although they didn’t seem to know anything about ‘collegiality’, they seem to admit that the management and teaching staff are involved in the planning process (see Appendix 2 figure 6). The term ‘management’ by many teachers is understood as the hierarchy of the school that is the principal with the assistants and the senior staff. Their working area is just the classroom and it is not often seen as a place of management. Some teachers might not see the benefit of contributing in school development planning (question 15).
 
When an SDP involves everyone it will not be an imposed plan but will be the fruit of all parties. Hargreaves and Hopkins (1991, p7) argue that “Effective development planning requires everyone involved to have a real stake in it.” This is supported by Biott et al research that describes the involvement of all the staff in strategic planning as way to a successful plan. One of the head of schools in their study described this participation as ‘beneficial’ (Biott et al, 1994, p81). However, it is the responsibility of the head of school to design a plan in collegiality with the staff and parents (Braithwaite, 1994, p144). Likewise Wadesango (2010, p278) states that:

“Better schools tend to produce better students, and ‘better’ schools become so because of their ability to make the right decisions at the right time. Such decisions evolve from a protracted decision-making process; such a process that fully involves all the various stakeholders must be found.”

Therefore it is a must that for a fruitful plan all stakeholders must be involved. This includes not only the heads and assistants but also the teachers and Learning Support Assistants (LSA) and sometimes even the parents/guardians. This view was supported by almost all the staff. One has to note that parents sending their kids to our schools have a right to participate in the development planning of the school.

How far is the staff involved in the development planning?
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