Negotiation with teachers as a managerial task of the school principal / Sewagodimo Amos Sebetlele
Sebetlele, Sewagodimo Amos
MetadataShow full item record
The study focuses on the use of negotiation skills as a managerial task of the school principal in order to reduce conflicts between teachers and between teachers and themselves, so as to enhance a good working interpersonal relationship between them. This will lead to the building of trust, professional development and success. The purpose of this study was to determine through a literature study and empirical investigation, the nature of negotiation in schools and the skills used by principals when negotiating with teachers. The empirical investigation determined the skills used the most and least by principals when negotiating with teachers. Chapter 1 covered the statement of the problem, aims and methods to be used to obtain an overview of the nature of negotiation. This chapter also covers the empirical investigation which includes the questionnaire, population and sample, the statistical techniques. This chapter further covers the arrangement of chapters. Chapter 2 emphasises the nature of negotiation in general and in schools. The definition of negotiation and the concepts closely related to it are given in this chapter. The significance of negotiation and the negotiation principles are explained. The process of negotiation with its three phases, are discussed, approaches to negotiation are explained and common mistakes that occur during negotiation are highlighted. Mention is also made of the attitude principals have towards the use of negotiation in schools, as well is the effects that negotiations have on school performance. The context and skills needed in successful negotiation are discussed in chapter 3. With regard to the context of negotiation, the climate, negotiating for common ground, the characteristics of good agreement and the elements of negotiation are covered. With regard to skills needed in successful negotiation, listening, empathy, space, timing and persuasion are discussed. In chapter 4 the empirical research design, administrative procedures, population and sampling as well as statistical techniques are discussed. The completed and questionnaires returned by respondents are empirically analysed and interpreted. The practical significance (effect size) of differences between biographical data and the different negotiation factors is done to determine if the differences are large enough to have an effect in practice. In chapter 5 the summary of all the chapters is done as well as the findings 60m the research and the recommendations. Of all the negotiation skills discussed, it is evident that empathy is a skill that is mostly used by principals, followed by persuasion and the process of negotiation. The skill that is used least by school principals and that is also recommended as a topic for further research, is space. Recommendations of this study emphasize the importance of workshops and or in-service training for principals on the use of negotiation skills.
- ETD@PUK