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Negotiation with learners as a managerial task of the school principal

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dc.contributor.author Fosu-Amoah Y en
dc.date.accessioned 2016-09-22T07:15:48Z
dc.date.available 2016-09-22T07:15:48Z
dc.date.created 1995 en
dc.date.submitted 1999 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/8977
dc.description.abstract The research seeks to suggest the use of negotiations as a managerial task of the school principal with learners to eliminate or at least limit unrest practices like violence, intimidation of learners by principals and intimidation of principals by learners, suspicions, vandalism, strike actions and class boycotts which destroy and negate the culture of learning and teaching services. All these destructive practices, lead to poor production of matric results in schools in South Africa in general and in the North West Province in particular. The purpose of this study therefore was to determine by means of a review of literature and an empirical investigation, the nature of negotiations in schools and the skills needed by practising principals in the discharge of their management tasks. The empirical study was also aimed at determining the most important and the least important of the negotiation skills. It was found that all the respondents recognise that listening is essential to any relationship and therefore listening was the most important negotiation skill practised by principals. Again, it was revealed from the empirical study that most principals do not succeed in building trust with learners by making wild promises. Principals therefore seldomly make wild promises to learners as a negotiation skill. Finally based on the research, a negotiation skill training programme for principals was recommended for future research. en
dc.language English en
dc.subject Education en
dc.subject Administration of education (from primary to secondary level) en
dc.title Negotiation with learners as a managerial task of the school principal en
dc.type Masters degree en
dc.description.degree MEd en

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