This article presents the results of research into teachers' views on power and control as exercised by secondary school principals at the schools where they are employed. In South African schools, many principals' use of their power and control has a negative impact on teachers' motivation, job satisfaction, and overall well-being. The findings indicate firstly that teachers associate principals' exercise of power and control with the latter's leadership competencies. Secondly, they see their principals' personal competencies as influencing the latter's leadership competencies. Thirdly, teachers contend that the principals' actions and interpersonal competencies should be consistent with professional behavior and fair and equitable treatment of all, i.e. a lack of bias. Effective social networks should be developed within a social capital framework that makes provision for the inclusion of internal (learners; teachers; parents) and external partners (Department of Education; community members) to upgrade cooperation and collaborative action. The misuse of power and control as a social force can affect teachers' personal, professional, psychological and physical well-being. When the effects are negative, they could hamper sound relationships, effective teaching-and-learning, growth, productivity, and broader society.