(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.