Support Systems in School Development. Separate or Structurally Interlinked Utilisation?

This article explores the question of the extent to which support systems (e.g. inspections, counseling) are related or linked to each other in the development process of schools in order to benefit from the resulting synergies. The results of an interview study with school leaders show that the systems are largely used separately and are rarely structurally interlinked. The provision of integrating support systems by education policy/administration is advocated.