ABSTRACT
Currently there are movements towards more careful analysis of teachers’ strengths and potential, to the identification of unmet needs, to the formulation of policies aimed at maximizing individual growth, and to the construction of school development plans to achieve corporate goals (Thomas Report, 1985). New initiatives in Primary Schools have to be accomplished in a work setting that is sometimes characterized by teacher autonomy, and where staff carrying particular responsibilities must gain the cooperation of others over whom they have little, if any, formal authority. The requirements of the Education Reform Act are placing new demands upon schools and provoking the need for changes in the organizational culture of schools. That is one reason why schools are finding the changes more difficult and complex than hitherto.
