ABSTRACT
Principals act as educational leaders, managers of people and resources, and advocates of their schools and of education generally to the community at large. They negotiate with government authorities and unions, and act as experts and exemplars to members of the school community, particularly students and staff. The role of the school principal contains many conflicts and ambiguities. The principal leads a communication network — a two-way flow of information between schools and head office and community agencies and individuals. Leadership responsibilities can be analysed in terms of 'functions' or in terms of special 'qualities'. The reality of the school day, with its constant interruptions can put a principal under considerable stress. Typically, a principal will adopt a particular 'leadership style' which emphasizes certain priorities and limits others. This is his/her coping mechanism and it is quite understandable. Three styles that are commonly reported in the literature are 'responders', 'managers', and 'initiators'.
