M. Ed. (Educational Management) / Negotiation has become fashionable lately. The achievement of consensus in almost every sphere has also become extremely important. Educational leaders are at present being exposed to negotiations at an increasing rate. For this reason it has become essential for all educators and especially principals to be well informed about the whole process of negotiation. This minidissertation focuses on negotiation techniques used by principals of secondary schools. Negotiation can be regarded as a dynamic process in which at least two parties, with both common and conflicting interests, try to reach an agreement. This is dependent on the changing relationships, the achieving of agreement and can also be successfully used as a mechanism to handle conflict. The mere issuing of orders is, especially among professional people who are interdependant, not always effective and the principal will therefore also have to use other methods of motivation. Attention has been given to negotiation as a managerial skill with special emphasis on the negotiation process, the elements of negotiations and the skills that have to be mastered by the negotiators. The following aspects of negotiations are exposed and discussed in this exploratory study: * Communication is an essential element of negotiation and therefore communication skills are vitally important to successful negotiation. * The personality and behaviour of the negotiator greatly influence the process of negotiation, thus knowledge of the individual negotiating and conflict-handling styles lead to successful negotiation...

This study was an assessment of the importance of age, gender, organizational tenure, perceived organizational support, perceived fairness, and perceived autonomy in explaining affective organizational commitment among high school principals in the United States. Stepwise multiple regression was used to determine which independent variables explained a portion of the dependent variable, affective organizational commitment. A sample of 396 high school principals, stratified by gender, was drawn from a national data base developed by Quality Education Data of Denver, CO. The sample consisted of 132 females and 264 males. Data were collected from responses to a questionnaire that was mailed to all persons in the sample. Usable responses were received from 60 females and from 142 males. Results of the stepwise multiple regression indicated that 58 percent of the variation in affective organizational commitment among high school principals was explained by perceived fairness, organizational tenure, perceived organizational support, and high school principals' age. Perceived fairness explained the greatest percentage of variation; age, which entered the regression equation last, explained the least amount of variation. This study indicates that high school principals, first and foremost, valued fairness from school districts in return for their commitment to school districts. The challenge for superintendents and others who work with high school principals is to maintain fairness in educational settings where there are many diverse and competing student needs in the same school district. / Ed. D.

Bibliography: leaves 162-170. / An important facet of a person's self-concept is his expectations of his performance. If his expectations are excessively high and there is a significant gap between his aspirations and his accomplishments, the resulting sense of failure has a negative effect on his self-concept. It is likely that school principals, because of the idealism and sense of calling that is associated with human service professions, are particularly vulnerable to excessive self-expectations. Cherniss believed this to be a potential stressor because the threat of failure has more serious personal consequences for people who regard their work as a calling rather than a job. For those who view their work as a calling, their identity and self-esteem are related to a considerable extent to the successful accomplishment of their work. Dobson pointed to the dangers of achievement anxiety, manifested as a pervasive fear of failure, for 'perfectionists' who set unreasonably high standards which are beyond their capabilities. Levinson regarded intense self-criticism and internal dissatisfaction as part of the make-up of dynamic, motivated business executives, making them exceptionally vulnerable to feelings of failure.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education in the Department of Foundations Of Education at the University Of Zululand, 2017 / This study examined the role of the principals in bringing about quality results in schools at UMkhanyakude District. I explored the topic by consulting the relevant literature on the Instructional role of the principals as leaders in schools to enhance academic performance. I followed a qualitative approach making use of observations and interviews conducted with both primary and secondary school principals in nine selected schools. The data collected were arranged under selected themes and critically analysed and interpreted. The objectives of the study were to investigate the principals’ influence on the learner achievement, to determine how principals practically embrace constitutional values in their leadership role and to identify the leadership styles principals employ to facilitate participation of stakeholders in decision making and to determine the principals’ role in improving the classroom instruction. The findings reveal that the success of the school depends on the leadership role of the school principal, in guiding and leading all the school stakeholders to work toward the achievement of the school vision and goals. This approach required the principals to take a quantum leap and change the way they think about their roles and responsibilities in school. The findings proved that school principals play the most influential role in bringing about quality results at school, the majority of principals still confuse instructional leadership with curriculum management, principals do not understand the power of their influence to direct school activities and fail to use invitational and emotional intelligent leadership styles to involve stakeholders from the community in solving community-related challenges. Principals must be empowered with relevant skills to enable them to perform their leadership roles as proposed by the Department of Basic Education.

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