Problem Statement: Several researchers have argued about schools as learning organisations. This has led to a large body of data concerning different school stakeholders’ activities in the school environment (Sun, Creemers & de Jong, 2007; Kalin & Zuljan, 2007; Kukemelk, Lillemaa & Tondi, 2011; etc.). An important issue for a quality management system that will ensure the formation of a learning community at school is the role of school board in the process.

Purpose of the study and earlier studies:All Estonian comprehensive and vocational schools and kindergartens were obliged to introduce quality management principles starting from September 2006 (Regulation No 23, Estonian Ministry of Education and Research, August 04, 2006, updated by Regulation no 62, August 13, 2009). Indicators were developed on the basis of EFQM model that is used in many countries (Ruiz-Carrillo & Fernandez-Ortiz, 2005; Steed, Maslow & Mazaletskaya, 2005 etc.). Therefore the study was designed in order to identify how school board members, according to their own opinion, are involved into school improvements in Estonian schools (this was a part of a major study).

Ainsworth (2010) paid attention that there is a growing number of new initiatives in the field of school self-evaluation and school leadership team must identify which are the most appropriate to increase the standards of the school. Several researchers have identified systems that make schools to perform more efficiently on different levels (Ahmad & Zain, 2002; Anderson, MacDonald, & Sinnemann, 2003; Anderson, M., 2002, etc.). The school board is meant according to Estonian educational system to make several of those most important decisions.

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