A recurring theme in teachers' work concerns relates to the issue of work overload. This is especially problematical for principal teachers. For many principal teachers this becomes a question of role ambiguity: on the one hand they are expected to discharge an administrative function which is invariably burdensomeand a t the same time ''give leadership'' in dealing with a diversity of stakeholders as well as in curriculum development, curriculum planning and implementation. It is postulated that these in fact, may be conflicting requirements and that principal teachers are ill-prepared to understand the conceptual underpinnings of either management or leadership. A practical consequence it is speculated, will be increasing levels of anxiety and a subsequent rise in stress. It will be argued that since management and leadership are conceptually different principals need to be aware of limitations in their own skill repertoire and be able to discriminate sharply between the imperatives of leading and managing. The results of an exploratory inquiry into the leadership problems faced by practicing principal teachers will be presented as an aid to discussion and as a preliminary step to further research.