PurposeThe paper sought to clarify the concept of learning organisation/community; to identify the barriers that are perceived to obstruct the creation of learning communities out of traditional schools; to identify how principals go about the task of converting their schools; and the special characteristics of leadership required to transform schools successfully.Design/methodology/approachThe study was dependent on an extensive review of the literature and generated data from structured interviews of principals from the New South Wales (Australia) public education system.FindingsRespondents lacked a clear understanding of a learning organisation despite their actions to implement the concept in their own schools; the concept may indeed be too abstract to enable a suitable workable definition; there is, nevertheless, a strong belief that the concept has much to offer; leadership is the key factor in transforming schools; and traditional school structures and cultures, lack of implementation time, and difficulty in obtaining the support of staff and parents are seen as the main barriers to implementation.Originality/valueThe paper explores extensively the possible implications of the study and addresses these to schools and school systems, principals, teachers and parents.

Addresses the persistent tension that exists between centralized, as opposed to decentralized (devolved), structures of school governance. Examines the claims made in the literature for the positive benefits of devolution and conversely for its negative outcomes, and proposes some more realistic expectations. Focuses on the relationship between devolution and improved teaching and learning. Contributes to future research by providing a detailed analysis of the meaning of devolution and proposes a preliminary research paradigm with a special focus on the variables likely to have a direct effect on student learning outcomes. Calls for a co‐ordinated international programme of research into the effects of devolution under the leadership of the Commonwealth Council of Educational Administration

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Suggests that a desire on the part of teachers to be more involved in the corporate affairs of the school may stem from a lack of trust in the decision makers and the decision-making processes. To assist those involved in the management of schools, presents a theoretical framework for research and a financial decision-making model, based on the establishment of a management philosophy built on trust. Demonstrates how this model helps to differentiate management and classroom or technical decisional issues. Identifies the roles and responsibilities of those involved in the processes. Outlines procedures for effective financial decision making at the school site.

This paper reports on an investigation into factors affecting planning effectiveness in Hong Kong self-managing schools. Questionnaire survey data from teachers in schools participating in the Phases 1 and 2 of the School Management Initiative scheme in Hong Kong, are analysed. Principal's support and resource support are found to be significant factors in predicting positive outcomes of planning. The concept of flexible planning is explored and conceptualized in terms of built-in flexibility and flexibility through evaluation. An interactive model, `A Self-Managing School Planning Model', which is responsive, recurrent and flexible in nature is proposed.