A follow‐up group of 41 members of an original research sample of 98 heads of departments, deputy headteachers and headteachers engaged in a variety of education management programmes were surveyed in order to draw further indicators for training in education management. Individual changes were analysed and reviewed against the background of learning development and organisational environment. The most significant finding of the research was the perception that schools as institutions actually inhibit the learning of middle managers, and thus the opportunities for growth and development. A number of strategies, namely selection of middle managers and clear role definition and development, to overcome the problems are outlined.
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