ABSTRACT
At this stage in the late twentieth century, schools across the world face imposed and unprecedented change. Schools are uncertain about what they have to do, feel anxious about their ability to cope within tight time scales and find it difficult to allocate enough time to managing these problems effectively. At the same time expectations about the sophistication with which change will be managed and carried out have never been higher. Alongside this, incredibly competent and professional school leaders and managers are developing their own visions in relation to the education they want to see children receiving and in what form of learning culture they wish this to occur. Schools are wishing to develop and create extremely high standards for themselves towards which they continue to strive, increasingly in a context of survival in the market place of the community.
