parents and principals as partners in creating a culture of learning

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(Badenhorst, Botha, Lion-Cachet & Van der Linde, 1994a:4-6; Van Wyk,
1994:3-4; Shah, 1994: 18).
Task analyses of the principal's work have highlighted the following management
areas (Van der Westhuizen (ed.), 1995:47-49; Purkey & Smith, 1983:443-444):
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personnel issues;
teaching and learning issues (programme management);
pupil concerns;
physical facilities;
routine school administration;
financial affairs;
school-community relations (school marketing. parent involvement); and
classroom management.
Beare, Caldwell & Millikan (1989:83-89) describe the school as a
multidimensional organisation, since the principal's management functions can be
divided into different areas, and add that the application of management functions
might differ within these different areas. Kruger. (l995a:8) identify the following
four management dimensions or domains that will incorporate the different
management areas and in which management functions and approaches will be
differently applied: