A mini-dissertation submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009. / This study was influenced by multiplicity of policy documents such as national Constitution (Act 108 of 1996), White Paper 6 of 2001 and the South African Schools Act (Act 84 of 1996), which provides for an inclusive educational system in which diverse racial groups and genders of different ability can co-exist and enjoy educational opportunity unimpeded. Such a system of education calls for diversity management within the school, where differences are to be found among teachers and learners, even though they share a common history. The inclusion of learners and teachers from vastly different milieus may indeed be a noble endeavour, but accommodation of these differences within the same school becomes a complex task for school managers. The diversity that must be catered for include a wide range o religious and cultural mores and standards, varying levels of physical an mental ability, a wide array and talents and different sexual orientations, lifestyles, family norms and languages in individual educational institutional. This study investigated the role of primary school principals in managing diversity in Umbumbulu Circuit in the Mafa, Amanzimtoti and Umbumbulu Central Wards. In carrying out this project, the researcher also reviewed relevant literature on policies that provide for the implementation and management of diversity and strategies for optimising the use of learning opportunities in schools. The role of the principals in managing diversity in this regard was highlighted. The following are some of the key findings that emanated from the empirical study: ■ There is a lack of institutional policies that mandate the principals and staff in the management and implementation of diversity. ■ There is a lack of stakeholder involvement in managing diversity. On the basis of the above findings referred to above, the researcher recommends, among others, that every primary school principal and teacher should be trained adequately to manage diversity effectively. Furthermore, the School Governing Body, parents, teachers and learners should be actively involved in managing diversity. The Department of Education should provide meaningful and adequate support services to principals and schools to ensure that diversity is managed efficiently and effectively. This study may prove to be valuable in assisting schools to make the process of diversity management really inclusive, because it encourages open discussion and negotiation between schools and their stakeholders.