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dc.contributor.authorEdiger, Marlow
dc.date.accessioned2023-07-07T06:13:06Z
dc.date.available2023-07-07T06:13:06Z
dc.date.issued1998
dc.identifier.issn0038-3600
dc.identifier.urihttps://hdl.handle.net/20.500.12852/2723
dc.descriptionJournal articleen_US
dc.description.abstractMuch is written pertaining to the principal being proactive as compared to being reactive. An either/ or dichotomy is presented here. No doubt the principal should have foresight and be proactive, if at all possible. However, the principal must also react favorably in identifying and solving problems. This paper will examine both the proactive and reactive concepts of being a school principal. The proactive principal is expected to have foresight to avoid problems in the school setting. There is no crystal ball here for gazing purposes to foretell events in a school for the future. Thus, the principal should have much knowledge pertaining to education and be able to use what is known with skill.en_US
dc.language.isoenen_US
dc.publisherCentral Philippine Universityen_US
dc.subject.lcshSchool principalsen_US
dc.subject.lcshSchool principals--Attitudesen_US
dc.titleProactive versus reactive principalsen_US
dc.typeArticleen_US
dcterms.accessRightsPublicly accessibleen_US
dc.citation.firstpage32en_US
dc.citation.lastpage41en_US
dc.citation.journaltitleSoutheast Asia Journalen_US
dc.citation.volume21en_US
dc.citation.issue1en_US


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Показать сокращенную информацию