Power utilization by school administrators and the teachers zone of acceptance, Division of Pasig City and San Juan /
Lizano, Florentina R.
Power utilization by school administrators and the teachers zone of acceptance, Division of Pasig City and San Juan / Florentina R.Lizano - Manila : National University, 2000 - x, 139 leaves : 28 cm.
Research Method : Descriptive Method.
Includes bibliographical references.
Title page -- Approval Sheet -- Acknowledgement -- Dedication -- List of tables -- List of figures -- Chapter 1. The Problem and its setting -- Chapter 2. Review of related literature and studies -- Chapter 3. Methodology -- Chapter 4. Presentation, analysis, and interpretation of data -- Chapter 5. Summary, Conclusion, and recommendation -- Bibliography -- Appendices -- Curriculum Vitae.
A strong teacher-principal relationship has great potential for facilitating major long-lasting school improvement. As the central and controlling authority in school, the principal is the unifying and dynamic force that incites the school into action. His effectiveness as a leader depends on how he utilizes his powers to influence his subordinates and the school as a whole. This power utilization done on a positive tone can help create a school climate and culture characterized by teachers' acceptance of the head, high teacher commitment, better instructional performance and improved pupil achievement. The manner in which the principal exercises his powers may also influence his teachers' dispositions and value judgments toward work and thus, their job performance and satisfaction.
GSD CEAS EDD .L59 2000 c.2
Power utilization by school administrators and the teachers zone of acceptance, Division of Pasig City and San Juan / Florentina R.Lizano - Manila : National University, 2000 - x, 139 leaves : 28 cm.
Research Method : Descriptive Method.
Includes bibliographical references.
Title page -- Approval Sheet -- Acknowledgement -- Dedication -- List of tables -- List of figures -- Chapter 1. The Problem and its setting -- Chapter 2. Review of related literature and studies -- Chapter 3. Methodology -- Chapter 4. Presentation, analysis, and interpretation of data -- Chapter 5. Summary, Conclusion, and recommendation -- Bibliography -- Appendices -- Curriculum Vitae.
A strong teacher-principal relationship has great potential for facilitating major long-lasting school improvement. As the central and controlling authority in school, the principal is the unifying and dynamic force that incites the school into action. His effectiveness as a leader depends on how he utilizes his powers to influence his subordinates and the school as a whole. This power utilization done on a positive tone can help create a school climate and culture characterized by teachers' acceptance of the head, high teacher commitment, better instructional performance and improved pupil achievement. The manner in which the principal exercises his powers may also influence his teachers' dispositions and value judgments toward work and thus, their job performance and satisfaction.
GSD CEAS EDD .L59 2000 c.2