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Discusses a method for the evaluation of school management training programmes, and explores the usefulness of this evaluation approach within the context of two school management training programmes. Investigates whether the impact of these training programmes on principals and teachers can be demonstrated by changes in their self‐efficacy. Training effects are determined by means of repeated measures. Finds significant principal effects and no teacher effects. Discusses theoretical and practical implications within the context of self‐efficacy theory and a model for staff development.