NEGOTIATION ROLES OF PRINCIPALS AND ASSISTANT PRINCIPALS

Abstract

The purpose of this study is to determine the negotiation roles of principals and to determine the opinions of principals working in primary, secondary, and high schools in Düzce regarding their negotiation roles according to various variables. This study will be important for the current and future principals in terms of conflict specific to Düzce province, the negotiation roles of principals in conflict management, and ending the conflict through the negotiation roles of principals. In the study, phenomenology pattern, one of the qualitative research methods that is thought to reflect the nature of the research most accurately, was used. The data collection tool of the research consists of the demographic characteristics of the principals (gender, age, professional seniority, years of service in the administration, and the type of school held). The population of the research consists of ten principals working in these schools at a total of ten educational levels, including three secondary schools, two primary schools, two primary-secondary schools, and three high schools in Düzce in the 2024-2025 academic year. As a result of the research, it is understood that all principals view disagreements or disputes between school shareholders (teachers, students, parents, etc.) that disrupt the school’s functioning as a conflict. Principals try to play a negotiating role in these conflicts. Although in-school and out-of-school factors vary among schools, the rate of common issues in which principals play a negotiating role is quite high. The result of this study reveals how important it is for the school climate for principals to intervene as negotiators in times of conflict, to have effective communication skills, and to undertake this role.