School principals and New Authority

Cooperation between teachers and parents is a consequence of the understanding between the two sides that their challenges and needs receive serious attention as part of the program. Our attitude towards the school principal is identical: the more convinced the principal is that the measures to build the new authority will also contribute to easing the heavy pressures on him/her, the more he/she will support the program. Research regarding the conditions of the principal in the education system indicates a number of burnout factors, the most important of which are: a. Demands and pressures by parents, b. Lack of cooperation by teachers and c. A burden of minor and major incidents that demand immediate attention (Friedman, 2000). Our work with the principal is based on the recognition that these troubles can seriously undermine his/her functioning and be detrimental to the whole school.