Planning is also a prerequisite to other leadership functions (Goodstein,2011).In particular, it becomes the basis for monitoring and evaluating actual performance(McDonnell,2011). That is, plans made during the first step become benchmarks or criteria against which to measure actual performance in the monitoring step. Unless plans are formulated and mutually agreed on, there is relatively little value or basis for measuring the effectiveness of the school outcomes (Lunenburg&Irby,2016;Lunenburg & Ornstein,2008)In addition,comparing planned and actual results provides the principal with a sound basis on which to make necessary adjustments in the school’s plan of action.