In many countries today there is growing political pressure for education reform (see Demaine, 1990). Much of the argument for change involves the issue of developing selfmanaging schools. Of course, most schools already exercise a degree of self-management in the sense that teachers, working with their headteacher, take responsibility for the dayto-day running of their school and for much of the detail of school policy. They usually work in consultation with parents, governors, local authority advisers and other interested parties.