On reflection, I think it's not just the "layman/woman" who is unsure what it is that principals do or why it's any different from what they used to do. There are many educationalists who aren't certain, including principals themselves as well as staff and governors.

Add to those the parents -- many of whom have little or no experience, past or present, of school let alone principals. And those who do have this experience may think of the principal only as the (usually) male authority figure who rules with an iron fist.

When we link this with the residual underlying suspicion, in some quarters, of the principal's position (another legacy of apartheid) the picture is even more confused.

And what about those children for whom, generally, school is their daily life -- do they know what a modern principal does?

A research project on school self-evaluation and leadership in the United Kingdom, led by Professor John Macbeath, now of Cambridge University, provides many insights. Not least is his recording of the perceptions of primary school pupils when they were asked the question: "What is a headteacher (principal)?"

Complete with spelling and punctuation errors their responses were:

• "A headteacher is the foundation of the school. Without a headteacher there would be caous."
• "A headteacher has to make learning as fun as possible so children will want to learn. She has to give us all the resources we need to do our work."
• "The headteacher organises what is going on in what class. She books the trips. She looks after the teachers and the pupils. So if anything happens to the children it gets put down to her fault."
• "They help the school and have a good reputation."
• "A headteacher is someone who has to pay for water serplis."
• "A headteacher is someone who runs a school and is in charge of a vast amount of people. Is someone who cares about childrens educaition. By devoting herself to the school she can make it a good place."
• "She works hard to raise funds and buy new phasilities for people with learning difficulties."
• "A headteacher is someone who is kind and cares for everyone. A headteacher is someone who deserves a holiday."

As ancient wisdom has it: "out of the mouths of babes -- comes many a truthful statement."

These children encapsulated in a delightfully naïve way the essence of the leadership skills, the values, attributes, competences and accountability required of a principal today. There's no sophistry or semantics here, they tell it like it is.

The South African Standard for School Leadership says much the same thing, but without the errors. This standard, though little known or used yet, clearly defines the role of principals in leading functional schools in the 21st century.

The importance of role definition is well-documented in studies of organisational effectiveness: job descriptions are crucial in organisations in all sectors. So, if it's not clear to a principal, and those around him or her, what the job actually entails then it's likely that roles and responsibilities are open to a great deal of individual interpretation.

A direct consequence of this will be the effect on accountability. If no one is really sure what you are supposed to do, and be responsible for, then you can't be held accountable. Clearly, this is an ideal situation for some. Dysfunctional schools will have dysfunctional principals who are not held accountable because no one is clear what they should be held accountable for.

We need to understand that schools are very complex organisations and require skilled and professional leaders to ensure that they function well.

So let's re-phrase my friend's question to: "What, in a functional school, does a principal actually do?"

She or he manages the school finances and budgets, works within legal frameworks, implements and monitors school policies based on national and provincial directives, plans for the acquisition of resources, and manages and maintains existing resources.

She or he uses appropriate leadership styles, leads, manages and develops staff, builds leadership teams, leads the learning process, ensures the safety and security of the school population, and works with governing bodies and local communities to deliver quality teaching and learning.

In short, she or he is now a CEO -- but without the support structures, or resources, normally associated with a similar post in business or industry, or the status and salary!

Not only does the principal in this school deserve wider understanding of what the role now involves but, given the magnitude of the job, the children were spot on: "the principal is someone who deserves a holiday."

Caroline Faulkner lectures in educational leadership at the University of the Witwatersrand, School of Education.