The perceptions of principals regarding their working relationship with school board members in the Zambezi region, Namibia

Abstract

The purpose of this study was to explore the perceptions of principals regarding their working relationship with school board members (SBMs) in the Zambezi region of Namibia. The study was located in the interpretive paradigm, where a qualitative case study approach to the research problem was employed. The researcher selected five schools, as sites to explore the research problem. It is important to mention that the findings of the study cannot be generalized to all schools in Namibia, since the research was limited to five schools in the Zambezi region only. The findings revealed that the majority of principals perceived their working relationship with SBMs as collegial. In order for principals to work in harmony with SBMs, it is essential to have well-defined roles, as well as to treat everyone fairly and respectfully. This relationship can be fruitful if principals and SBMs understand their roles and responsibilities well so that they can perform to the best of their abilities. To ensure that a sustainable working relationship exists between the principal and SBMs, consultative engagement is recommended. Principals should learn to trust SBMs to regain trust and positive feelings that can improve relations and teamwork.