This study has resulted from the author's interest and participation in the activities of the A.C.T. Primary Principals' Association over the past six years. For the last three years of the twelve-year period covered by the study he was General Secretary of the Association, and thus had access to the minutes, reports and correspondence which had accumulated since the inception of the Association. Additional information has been obtained through discussions, reminiscences, letters and taperecordings from members and others who were actively involved in the activities of the Association. The History of the Association has been divided into four stages, corresponding to: 1. The inaugural period, under the direction of New South Wales. 2. The period of maximum growth. 3. The beginning of the independent A.C.T. Schools System. 4. The reorganisation of the Association. The main topics which were discussed within each period are analysed, together with the reactions of members to the circumstances which caused those topics to be emphasised, The analysis has shown that over the twelve-year period there has been: 1. A series of organisational changes in the structure of the Association as its membership has increased. 2. A significant trend away from the discussion of topics which could be classified as Managerial and towards subjects which could be regarded as Educational. 3. An increasing use of Guest Speakers at meetings and conferences. 4. A gradual change in the objectives of the Association and in the nature of the organisations to which it has related. 5. Only a very small percentage of members who have held Executive Office in the Association. The comments of individuals who have been involved with the Association over a period of years are used to assess its strengths and weaknesses, and suggestions are made regarding ways in which the structure of the organisation might possibly be improved. An examination has been made of the Association as a model-type, and throughout the study there is discussion as to how its performance equates with the findings of current literature on Organisational Theory. A recommendation is made that a review of the stated aims of the Association be undertaken, and that a Constitution be developed.

While the role of the school principal has received much attention in stable environments, little research exists on principals working in conflict-affected countries. The purpose of this phenomenological study is to uncover perceptions of Somali principals in Mogadishu regarding their roles and lived experiences, as well as the challenges they face as they lead their schools amid ongoing conflict. In order to understand the different dimensions of the principal’s role and how this role is experienced in such a context, a descriptive phenomenology has been employed. A purposeful sample of eight primary school principals in Mogadishu, which has been the epicentre of the ongoing conflict, was indentified and the principals were interviewed. Through the six-step approach to phenomenological data analysis, as suggested by Creswell (2013), 11 themes were identified. Findings revealed that principals perceived their role as supporting teachers personally and professionally, supervising instruction, facilitating teacher professional development when the security situation permits, having good relationships with governing bodies, and building community collaboration. Findings also showed that, besides security concerns, student mobility, poor facilities, shortage of trained teachers and student discipline were the major challenges to principals. Findings further indicated that principals acted as boundary spanners using a variety of buffering and bridging strategies in an attempt to minimize uncertainty and security risks, as well as to adapt the school to the volatile environment. Furthermore, commitment to keep schools open, despite the huge challenges, a sense of responsibility for student safety, and calm and courageous actions in the face of danger were perceived as critical factors in sustaining principals in their positions. Four conclusions were drawn from the study, including principals’ lack of unity in the perception of their roles, principals’ lack of pre-service training, the possibility and essentiality of providing education during armed conflicts, and the importance of creating strong bonds through principals’ supportive roles. Recommendations were offered for primary principals, local educational umbrellas, NGOs, and UN agencies, as well as for further research possibilities.

While the role of the school principal has received much attention in stable environments, little research exists on principals working in conflict-affected countries. The purpose of this phenomenological study is to uncover perceptions of Somali principals in Mogadishu regarding their roles and lived experiences, as well as the challenges they face as they lead their schools amid ongoing conflict. In order to understand the different dimensions of the principal’s role and how this role is experienced in such a context, a descriptive phenomenology has been employed. A purposeful sample of eight primary school principals in Mogadishu, which has been the epicentre of the ongoing conflict, was indentified and the principals were interviewed. Through the six-step approach to phenomenological data analysis, as suggested by Creswell (2013), 11 themes were identified. Findings revealed that principals perceived their role as supporting teachers personally and professionally, supervising instruction, facilitating teacher professional development when the security situation permits, having good relationships with governing bodies, and building community collaboration. Findings also showed that, besides security concerns, student mobility, poor facilities, shortage of trained teachers and student discipline were the major challenges to principals. Findings further indicated that principals acted as boundary spanners using a variety of buffering and bridging strategies in an attempt to minimize uncertainty and security risks, as well as to adapt the school to the volatile environment. Furthermore, commitment to keep schools open, despite the huge challenges, a sense of responsibility for student safety, and calm and courageous actions in the face of danger were perceived as critical factors in sustaining principals in their positions. Four conclusions were drawn from the study, including principals’ lack of unity in the perception of their roles, principals’ lack of pre-service training, the possibility and essentiality of providing education during armed conflicts, and the importance of creating strong bonds through principals’ supportive roles. Recommendations were offered for primary principals, local educational umbrellas, NGOs, and UN agencies, as well as for further research possibilities.