The expectations for School-based Management are derived from the social, political, and economic needs that are leading to the adoption of School-based Management. Seddon, Angus, & Poole (1990) point out that the demands for participation and collaboration indicated a need to change the power relationships among those involved in schools. Further, there was a need to mediate the often-conflicting demands placed on schools, by various stakeholders. They also suggest that changing the locus of power to the local school increases the legitimacy of schools as public institutions. Caldwell (1990) suggests that moving to the school as the locus of decision making allows the decision-makers to deal with a narrow set of the complex demands facing schools in general. Raywid (1990) draws on this theme to point out the ineffectiveness of bureaucracies. Herman, J., & Herman, J. (1993) discusses the need for a globally competitive workforce and the high cost of dropouts. Following this Murphy (1991) identifies changing relationships between the school and the larger community. Also, he suggests the desire for a competitive work force is leading to an alignment of corporate and school cultures