Whilst heads of school expressed their concern about their limited impact on decision making within the college network system, such feelings were also being felt at the teachers’ level. The interviewed teachers complained that the system of governance was still top down and it did not reinforce the practice of collegiality and shared governance, which would help to sustain the model of collaboration proposed for the colleges. They admitted that the top-down approach still tends to reign, in which the head of school is of great influence on the school and is perceived as the key leader within the school by the school practitioners, parents and external agencies.