Submitted in fulfilment or partial fulfilment of the requirements for the Degree of master of Education in the Departmnet of Educational Planning and Administartion at the University of Zululand, 1991. / The object of this study is to determine the role played by leadership in the promotion of principals in the departments of education. In the statement of the problem it was suggested that in the promotion of principals, the officials of the Department of Education in KwaZulu and in the Department of Education and Training should consider the following aspects: the acquisition of academic and professional qualifications, experience, as well as leadership qualities. A distinction is drawn between a manager and a leader. Leaders influence the activities of their subordinates towards realising desired goals. A comparison is made between Yukl's (1970) leadership dimension (consideration, initiating structure, decision centralization), Lewin's (1944) theoretical typology (authoritarian, democratic, laissez faire) and Lambert and Lambert's (1964) organizational shapes (pyramid and circle organizational structures). Communication, Innovation and measurement by objectives were discussed as some of the vital skills of leadership. It was emphasized that they should be acquired by a prospective principal. In this study the questionnaire was used as a research tool. The questionnaire saves time and money. The researcher took advantage of a "Convenience sampling" and administered his questionnaires. It was decided, through empirical investigation, that leadership is a vital prerequisite for the promotion of school principals.

Submitted in accordance with the requirements of the Degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2003. / The study examined the transformational leadership role of the principal in schools. It sought to ascertain whether school principals have the capacity to implement the new educational changes that the educational system in our country seeks to implement. The study depicts the views/perceptions of Primary and Secondary school principal from Camperdown district; a district which serves predominantly conservatism people. The district proves to be associated with, rural conservatism a factor which is a challenge to transformation. A questionnaire comprised of closed and open-ended questions was used to establish the scope of the study. On the basis of the research, the study concluded that most of the principals in the area studied, were indeed grapping with transformational. There are quite a few areas in which the school principals in their leadership abilities need to develop in order for them to be able to implement educational changes as duly required of them. • The provision of transformational strategies to enhance the quality of education in school. • The availability of transformational structures to meet the challenges brought by educational changes. • Capacity to deal with change. • Monitor transformational processes.

This qualitative study explores how elementary school principals resolve the role conflict between judging the performance of teachers (summative evaluation) and providing nurturing growth activities (formative evaluation or supervision). Related research questions were these: (1) How does the principal spend time in summative versus formative evaluation? (2) What factors create role conflict for the principal? (3) What elements help the principal approach congruence in dealing with both responsibilities? The Delphi technique, a method for structuring a group communication process, was used to collect data from 12 Oregon elementary principals, recommended by district administrators as having expertise in the area of supervision and evaluation. The process included four rounds of questions regarding how they perceived and handled their summative and formative evaluation responsibilities. Data analysis occurred after each round as well as after all rounds were complete. Analysis of narrative items was done by comparing key elements from written responses. Similar responses were synthesized into consensus statements and presented again to respondents for validation or adjustment in the next round of questioning. Analysis of non-narrative responses was done by using a non-statistical database, disaggregating on several factors, including gender, years of experience as a principal, and school size. Although most principals reported little or no role conflict, women principals felt more conflict than men, particularly those who had less than five years of experience in the principalship and who had had other administrative experience in education before becoming a principal. The degree of trust between principal and teacher was ranked first among ten factors identified as affecting role conflict. Strong consensus indicated that four strategies were most effective in addressing both roles: (1) interacting frequently with teachers, (2) building trust relationships, (3) emphasizing the formative, and (4) observing teachers work. The area identified as most important in precluding or lowering role conflict was the use of strong communication skills. The findings have implications for elementary principals, districts, and universities. The insights into the respondents' management of both roles will assist principals and districts in addressing the dual responsibilities. The results will help districts as well as university training programs provide more appropriate pre- and inservice education for principals.

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