(2) Knowledge of People: This plays an important part in developing and maintaining interpersonal relationships and the decisions taken in initiating changes and responding to colleagues. (3) Knowledge of Process: This is also known as ‘ know-how’. It is, to some extent, a matter of knowing all the things one has to do and making sensible plans for doing them; and to some extent, a matter of possessing and using practical, routinized skills. (4) Knowledge of Situation: This is concerned with ho v principals interpret the information received by them about institutional life, how they assess its status and importance and how they respond to it and communicate it.
(5) Conceptual Knowledge: Eraut (1988) defines this as that set of concepts, theories and ideas that a person has consciously stored in memory and that helps in ‘ analyzing issues or problems, or debating policies and practices’. (6) Control Knowledge: According to Eraut (1988), t. iis includes self-awareness, sensitivity, self-knowledge about one’s strengths and weaknesses, gap between what one says and what one does, aid what one knows and does not know, self-management in such matters as use of time, prioritization and delegation, self-development in its broadest: sense and generalized intellectual skills like strategic thinking and policy analysis.
