Working Relationship Practices Between Administrators and Teachers: Effects on Teachers’ Job Performance

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Nievalyn B. Labenio


The study determined the degree of working relation practices between administrators and teachers in public high schools in Buguias, Benguet, and its effects on teachers’ job performance as perceived by teachers. The study used descriptive and correlative research methods. Findings revealed that the degree of working relation practices between administrators and teachers in public high schools in Buguias is always evident as indicated in their work and time management. Furthermore, a satisfactory principal-teacher working relationship is the foremost working relationship practice that always contributes to the performance of teachers. The findings also showed that the most effective leadership style of administrators that contributes to the working relationship practices with teachers is ethical behavior. Moreover, the results illustrate that the perceived extent of the effect of the leadership styles of administrators on the working relationship practices between administrators and teachers came out to be very effective.

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