Abstract
M.Ed.
The world of the principal today is drastically different from that of the principal of yesterday. Traditionally, principals held the exceptional position of "master of masters" and
"leader of leaders" (Van der Westhuizen 1995:1). Their position was grounded in authority
(Shuster & Stewart 1973:28) and their duties were controlling the school, since teaching was their prime responsibility. However, today's principals have to be facilitators, not master of masters as before. Therefore it is necessary for them to be equipped with managerial skills to help them cope with a new democratic education system, where sudden and unpredictable social structures are the order of the day, and deal with tension and conflict. The democratic social structures which have overtaken all our communities to varying degrees have affected the curriculum, community relations and the very nature of the teaching-learning process itself; in short, the development of the whole school (Roe & Drake 1994: 4v). It is becoming increasingly clear that the principals' role should not simply be the maintenance of the school's organisational structure or the judgement of the management processes in the school. A novel approach to principalship and facilitative leadership is called for in terms of school development. Principals, as key stakeholders of school effectiveness, should be facilitators of direct-line action. They should be in contact with parents and the local community, teachers needing resources and direction, the learners in the learning environment, the staff in the central administration, and outside agencies and institutions wishing to develop the school as a
whole.