International Journal For Research In Social Science And Humanities ISSN: 2208-2107

School Administrators’ Management Styles in Relation to Their

Teachers’ Performance
1 2 3
Stanley A. Secong , Engr. Chona Futalan , and Rodulfo T. Aunzo, Jr. Ed.D
1
Teacher I, San Jose Elementary School, Bayawan City Division, Bayawan Negros Oriental, Philippines
2
Associate Professor, College of Arts and Sciences, Foundation University, Dumaguete City, Philippines
3
Assistant Professor IV, Department of Mathematics, University of San Carlos, 6000 Cebu City, Philippines

Abstract

This study intended to determine the extent of use of management styles and its relationship to teachers’
performance of the public elementary school administrators. The descriptive-correlational design was used in this
study which covered fifty-two (52) public elementary school administrators in the Division of Bayawan City for the
school year 2014-2015. The management styles questionnaire of Steve Raybould was used to determine the type
of management styles of the administrators and revealed that the extent of use of bureaucratic, paternalistic and
democratic styles is “high” and “moderate” for laissez-faire and autocratic styles. In addition, the following findings
were revealed: There is a “slight” negative relationship between the administrators’ use of democratic style and
their teachers’ performance; There is a “slight” negative relationship between the following: administrators’ age
and their use of paternalistic style; and administrators’ educational attainment and bureaucratic and laissez-faire
styles; There is negative relationship between administrators’ educational attainment and democratic style.

Keywords: Management Styles, Correlation Study, Leadership Style, Teacher’s Performance

Introduction
Among the greatest of all services that can be rendered by men to Almighty God is the education and
training of children so that they can foster by grace in the way of salvation, growing like pearls of divine bounty in
the shell of education and will be one day the jewels in the crown of abiding glory. The teacher is the yardstick that
measures the achievements and aspirations of the nation. The worth and potentialities of a country get evaluated
in and through the work of the teacher, the people of a country are the enlarged replica of their teacher. They are
the real nation builders. The teacher is a dynamic force of the school. A school without a teacher is just like a body
without the soul, a skeleton without flesh and blood, a shadow without substance (“Role of Teacher”).
Management style has a great influence on the teachers’ performance in school since nowadays
education has changed and developed fundamentally due to cultural, social and political changes. Education is
under intense scrutiny by public and private interests which question the systems’ ability to fulfill its goals of
teaching basic skills, instilling values, preventing dropouts, and producing a productive workforce. Such an
incredible responsibility requires high commitment to fulfilling the high expectations. Nurturing and educating
the new generation are assigned to have educational systems (“Principals’ Role”).
School administrators play integral roles in ensuring schools’ function smoothly. They are involved in
nearly all aspects of their schools’ operation. School administrators at the elementary, middle, and high school
levels include principals, assistant principals, and other professionals who help operate schools (“Duties and
Responsibilities of Administrators”).
According to Maquiso, educational administrator assumes a specific and different role. He is an executive,
as he occupies the administrative position; a manager, as he controls educational processes; a public official as he
addresses himself to specific publics; a professional, as he follows his career line; and, an academician who needs
to excel in the discipline. As an educational administrator, therefore, he must focus himself to specific areas of
concern like executive position, process management, public concern career and discipline or field of study, so
must educational administrators develop specific qualities of leadership style in order to pursue that focus with
vigor and credibility (cited in Quiambao 29).

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International Journal For Research In Social Science And Humanities ISSN: 2208-2107

With the discussions above, it is of great significance or value that one should find effective management
styles so as to ensure maximum subordinates’ morale, productivity and performance. There are different ways to
lead, and each style comes with its own set of pros and cons. In order to find the best management style for an
individual, he or she must carry out many associated circumstances into consideration. Therefore, identifying
which style of management is most appropriate is a task that requires some deliberation.

Research Design
This study utilized the descriptive-correlational method of research since it will determined the extent of
management styles of the administrators and its relationship to their performance. The performance of the
teachers’ was based on the Performance Evaluation Sheet (PES).

Research Environment
The study was conducted in the Division of Bayawan City. This division was established as a separate
division from the Division of Negros Oriental on January 25, 2003 with fifty-two (52) public elementary schools.
Currently, Mrs. Ofelia R. Hermosa serves as the Schools Division Superintendent.
Some schools do not have electricity and the water supply is not enough. The internet connection is not
also available in all schools especially those that are in the hinterlands.

Research Respondents
The respondents of this study were the 52 public elementary school administrators in the Division of
Bayawan City, Negros Oriental during the school year 2015-2016. The respondents hold posts as principal, teacher-
in-charge, or head teacher.

Research Instruments
The researcher utilized Raybould’s management style questionnaire with the following categories:
autocratic, bureaucratic, democratic, laissez-faire and paternalistic styles.
The management styles questionnaire was developed by Steve Raybould, an advertising copy writer and a
report writer. He is also an associate lecturer at Birmingham Metropolitan College, Birmingham, United Kingdom.
To ensure the validity of the results, the questionnaires were evaluated by three experts. Revision was
then made. For a dry-run the questionnaires were also distributed to 30 selected administrators using test-retest
procedure. The first and second floating of the questionnaire was done with an interval of three (3) days. The data
gathered were analyzed using the Spearman rho formula. The reliability coefficient obtained was 0.710 indicating a
high level of reliability.
These administrators were not parts of the respondents. Final revision of the questionnaire was done.
For the Performance Evaluation Sheet rating for the school year 2013-2014, the researcher asked
permission from the different school administrators with the approval of the district superintendent.

Research Procedure
Permission was sought by the researcher to conduct the study. A formal letter addressed to the Schools
Division Superintendent was delivered personally by the researcher, requesting her approval for the study to be
conducted in the fifty-two (52) public schools in the Division of Bayawan City. As soon as permission was granted,
the researcher, started visiting the 52 schools and presented the request to each school administrator. It took the
researcher a minimum of 1-2 days to retrieve the data from the administrators. After retrieval, all data were
tabulated and analyzed for interpretation.

Findings
Table 1 below portrays the sex, age, educational attainment, and length of service of the school
administrators. The data show that of the 52 public elementary school administrators, there are more female
teachers (43 or 82.69%) than males (9 or 17.31%).

Table 1: Profile of the Respondents, n = 52

Variables Frequency Percent (%)

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Sex
Male 9 17.31
Female 43 82.69
Age
25 – 35 years old 15 28.85
36 – 45 years old 14 26.92
46 – 55 years old 17 32.69
56 – 65 years old 6 11.54
Educational Attainment
Baccalaureate 7 13.46
With Master’s Degree Units 38 73.08
With Master’s Degree 3 5.77
With Doctoral Degree Units 4 7.69
Length of Service
1 – 5 years 32 61.54
6 – 10 years 11 21.15
11 years and beyond 9 17.31

This result is similar to the study of Lopez wherein the female teachers outnumbered the males. In his
discussion, he stressed that women dominate the teaching profession. He further stated that this is not because,
statistically, there are more women than men, but this would be attributed to the two major reasons, namely: “the
notion that the teaching profession is a woman’s domain” and “the low economic returns from teaching which
discourages males who are, in most cases, the primary breadwinners in the family” (cited in Mariñas 39-40).
Several studies in the past had shown the dominance of female in the teaching profession similar to the
study of Nillama in the five (5) divisions of Negros Oriental. She discloses that there are more women than men in
the teaching profession (51).
The data therefore, show that women are more inclined to teaching than men.
In terms of age, 71.15% of the respondents are 36 years and older. Franco in his study, stresses that
effective and efficient managers are experienced and older managers who thrive on performance deliver well and
have effective leadership style (376).
The table also presents the educational attainment of the 52 respondents. Data show that a great
percentage of 73. 08% or 38 school administrators undergo professional advancement by having themselves
enrolled in the degree program. Only 13.46% are full-fledged master’s degree holders. With this finding,
administrators should be encouraged and convinced to finish at least a master’s degree.
Amores in her study reveals that teachers have shown professional advancement in the Masteral
Program, while others have completely obtained a Master of Arts in Education degree or they have even taken
some units in Doctorate degree in the post graduate program (106).
Since the job of teacher is complex and ever changing, according to Welsh, it is very important for
teachers to be constantly aware of new opportunities for growth. Professional teacher development is a
recommended method to improvement of not only skill, but performance and sustainability in the classroom
environment as well (cited in Mariñas 41-42).
This is further supported by Zulueta in his own study where he emphasizes that a professional teacher
continually seeks self- improvement. He grows and develops professionally by attending graduate studies and by
reading professional books and magazines (19).
Table 1 also manifests that 32 or 61. 54% of the respondents have an experience of 5 years and below.
This means that majority of the administrators are new in their position.
The study of Suan concurs with the findings of the current study wherein he discloses that school
administrators lack supervisory experience. The data on respondents’ profile in terms of length of supervisory
experience show that a great majority has less than 5 years of supervisory experience (33).
Dejito stresses that the longer the number of years one has been in a certain position, the higher the
chance is of having been acquainted with one’s work (50).
Table 2: Performance Evaluation Sheet (PES) of the Teachers, n = 52

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PES Rating Verbal Equivalent Frequency Percent

91% - 100% Outstanding 8 15.38
81% - 90% Very Satisfactory 43 82.69
71% - 80% Satisfactory 1 1.92
Average = 86.23 (Very Satisfactory)

Table 2 presents the performance of the teachers based on Performance Evaluation Sheet (PES). This is a
yearly evaluation which is mandated by the Department of Education. The table reflects that 86.23% of the
teachers have a “very satisfactory” rating. This implies that the administrators have competent teachers. This
finding is supported by the study of Torres. She found out that her respondents also have a “very satisfactory”
rating (67).
As published in singteach.nie.edu.sg, a competent teacher seizes every opportunity to encourage
learning, believing that all students can learn. He or she is a leader who wins the hearts and minds of the students
and further. He or she also understands the importance of developing himself/herself before he or she is able to
provide support for others.

Table 3: Extent of Use of Autocratic and Bureaucratic Management Styles of the Administrators
Weighted Extent of
Management Styles Mean Verbal Equivalent Management
μ Style
Autocratic Style
1. It is often necessary to make decisions without 2.25 Disagree Low
consulting my subordinates due to time
pressures upon the task at hand.
2. Subordinates have learned not to question my 2.92 Undecided Moderate
judgment, as I rarely back down when I am truly
passionate about something.
3. Half of my subordinates are intrinsically hard 2.88 Undecided Moderate
working, but the other half need to be pushed
into completing work to a high enough
standard.
4. Leadership is making about the right decisions, 4.44 Strongly Agree Very High
at the right time, and ensuring the workforce
follow through with that decision with
effectiveness.
Composite Mean 3.12 Undecided Moderate
Bureaucratic Style
1. Subordinates operate best within the given 4.21 Strongly Agree Very High
goals and objectives of the school.
2. There is competition if each subordinate is 3.37 Undecided Moderate
forced to perform the same task in the same
way.
3. Over time we can continue to build upon and 4.04 Agree High
add to our systems and ways of doing things,
which will make our life easier.
4. Things can be made easier if everybody does 4.08 Agree High
exactly what they’re told, and don’t try to over
engineer solutions.
Composite Mean 3.93 Agree High

The data on table 3 reveals that in the area of autocratic style, the composite mean is 3.12. This finding
signifies that the administrators “moderately” apply their full organizational power and authority for decision

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making without sharing it with their subordinates. This implies that the administrators are still considering the
opinions of their subordinates. According to Douglas McGregor’s Theory, the autocratic style is used when the
workers are inherently lazy and naturally dislike working. In cases such as these, management needs to supervise
the workers and monitor activities strictly to ensure that workers do not avoid completing their duties. It
recommends a hierarchical structure with narrow span of control at all levels for this purpose (cited in Nayab).
With the “moderate” usage of this management style, it just shows that the teachers are responsible and
administrators need not implement this fully. As evidenced of teachers having that sense of responsibility, the
data in Table 2 serve as the support. Teachers’ PES rating indicates a “very satisfactory” description.
The study of MacFarlane also indicates that autocratic style is effective in some situations. If the group
consists of new untrained people, this style helps them to learn procedures, guidelines and expectations (9).
The data in Table 3 also show that in the area of bureaucratic style of management, the composite mean
is 3.93. This result means that the administrators “highly” implement a strict set of standards. They believe more in
very structured procedures and ensure that all the steps have been followed prior to sending it to the next level of
authority. According to Weber, this is useful in universities or schools where one wants to ensure quality, increase
security and decrease corruption (cited in Loiseau). MacFarlane also stresses that bureaucratic style is effective in
situations where the group must understand the procedures and standards to allow them to perform the same
task over and over the appropriate way. In a school setting, the year round goals of the administrators and
teachers are the same as the following year. Changes in the implementation of the goals will be there but they do
not totally change the target outcome, rather they improve.

Table 4: Extent of Use of Democratic and Laissez-Faire Management Styles of the Administrators

Management Styles Weighted Verbal Extent of

Mean Equiva- Management
μ lent Style
Democratic Style
1. The best decision will be the one with the largest 4.10 Agree High
consensus.
2. I receive subordinates’ approval before making 3.69 Agree High
absolutely any changes to their working conditions or
role, even if just for a day.
3. My subordinates constantly challenge my ideas and 3.83 Agree High
strategies because they know they are welcome
when they do so.
4. I try to delegate as many tasks as possible in their 3.60 Agree High
complete entirety.
Composite Mean 3.81 Agree High
Laissez-Faire Style
1. My subordinates will come up with the best working 3.15 Undecided Moderate
methods when given minimal instruction.
2. I have learnt that my subordinates may never fail to 3.56 Agree High
positively surprise me if I leave them alone.
3. I can say with 100% conviction that I do not try to 2.94 Undecided Moderate
control my subordinates.
4. I let my subordinates get back to me when they 3.56 Agree High
decide to, rather than getting in touch myself.
3.30 Undeci- Moderate
Composite Mean
ded
Table 4 disclosed the democratic style of management of the administrators. It reveals a composite mean
of 3.81. This figure signifies that administrators “highly” share their authority of decision making and delegate
tasks with subordinates. According to McFarlane, this style is effective because this is based on brainstorming

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everyone’s ideas to find the best resolution. The leader or administration gathers information from his or her
subordinates before making a decision. Evans and House likewise emphasized that this style of management
enhances performance and satisfaction for subordinates engaged in ambiguous task.
Table 4 also reveals that the composite mean of the laissez-faire management style of the administrators
is 3.30. This number indicates that the administrators “moderately” use this technique wherein they provide little
direction and subordinates are given most of the authority over making decision, determining goals and resolving
problems. According to MacFarlane, this style is effective when the subordinates are highly skilled and
experienced. However, this is not effective if the group is looking for a “hands on” leader who provides regular
positive feedback. This management style can lead to poor morale and low motivation within a group.

Table 5: Extent of Use of Paternalistic Management Styles of the Administrators

Management Styles Weighted Extent of
Verbal
Mean Management
Equivalent
μ Style
Paternalistic Style
1. My subordinates repeatedly come to me for advice 3.77 Agree High
and support, and I generously give them.
2. I consult my subordinates when making decisions, but 3.62 Agree High
they tend to agree with my original idea anyway.
3. People see me as a leader, not a manager. 3.69 Agree High
4. I feel responsible for my subordinates, and I look 4.62 Strongly Vey High
after them accordingly. Agree

Composite Mean 3.93 Agree High

Table 5 shows that the composite mean of the paternalistic style of management is 3.93. This figure
indicates that the administrators show “high” concern for these subordinates and they have solid relationship. A
good relationship should be established so there will be a friendly and harmonious work environment. According
to Bass, workers who follow paternalistic management have better organizational skills. The leaders or the
administrators encourage organization because they allow the workers or the subordinates to complete tasks so
they can stay on top of their work.

Table 6: Summary Table of the Extent of Use of Management Styles

Management Styles Weighted Extent of Use of Rank
Mean Management
μ Style
Bureaucratic Style 3.93 High 1.5
Paternalistic Style 3.93 High 1.5
Democratic Style 3.81 High 3
Laissez-Faire Style 3.30 Moderate 4
Autocratic Style 3.12 Moderate 5

The summary table shows that the administrators “highly” utilized the bureaucratic, paternalistic, and
democratic styles of management. However, the laissez-faire and autocratic management styles are “moderately”
applied. This findings mean that, actual leadership may never exist in a pure form as democratic, autocratic, or
laissez-faire but to some extent combines them all. Some types of leadership are best characterized by one term
and some by another. The different leadership styles may be useful as a means of conceptualizing leadership
(Lippitt 8).
Heckert said that no single method is automatically right but many methods are workable. This is where
the manager should know his product, his people, and the culture of his organization to be able to operate
efficiently, meaning doing things right and effectively which means doing the right thing (cited in Lim 3).

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Table 7: Relationship between the Extent of Administrators’ Use of Management Styles and Their Teachers’
Performance
Teachers’ Performance and Computed Degree of
… r Relationship
Autocratic Style -0.1062 Negligible
Bureaucratic Style -0. 0536 Negligible
Democratic Style -0.3538 Slight
Laissez-Faire Style -0.1059 Negligible
Paternalistic Style -0.0315 Negligible

The datasignify that the teachers’ performance is not related to their administrators’ extent of use of the
following management styles: autocratic, bureaucratic, laissez-faire and paternalistic. This finding indicates that
the extent of use of these styles of the administrators, whether high or low, does not bother the teachers, thus
their performance in school is not affected. This would mean that teachers have the passion in teaching and
perform whatever is expected from them.
However a slight relationship is seen between the administrators’ democratic style of management and
their teachers’ performance. The coefficient of correlation (r) shows a negative sign. This connotes that teachers
with lower performance have administrators with higher usage of democratic style of management. Meaning,
administrators with low performing teachers impose more involvement from them in making decisions and
delegate more tasks for them to increase participation.
The research published in UKessays.com negates this finding. The research found that there was a strong
positive association between the democratic leadership style and followers’ performance.

Table 8: Relationship between the Extent of Administrators’ Use of Management Styles and Their Age
Teachers’ Age Computed Degree of
and … r Relationship
Autocratic Style 0.0455 Negligible
Bureaucratic Style -0. 0833 Negligible
Democratic Style -0.1795 Negligible
Laissez-Faire Style -0.1606 Negligible
Paternalistic Style -0.2514 Slight

The data reveal that autocratic, bureaucratic, democratic, and laissez-faire styles of management of the
administrators have no relationship with their age. This implies that young and mature administrators are using
each style with same extent.
Al-Ababneh and Lockwood’s findings disagree with this result. Their post-hoc test indicated that there
were significant differences between age groups in the autocratic style only: (26-35, and 36-45). This suggests that
the 36-45 age group had the highest preference for the autocratic style of any age group. However, they agree on
the finding concerning the democratic and laissez-faire styles. Their preference for the democratic styles was more
evenly distributed across age groups.
On the other hand, a slight negative relationship is seen between administrators’ extent of use of
paternalistic style and their age. This finding means that the more mature the administrators are, the less is their
usage of the paternalistic style. Similarly, those administrators who are younger practiced this style more often
than the older ones. This may imply that mature administrators have given trust to their subordinates to complete
the task.

Table 9: Relationship between the Extent of Administrators’ Use of Management Styles and Their Educational
Attainment
Teachers’ Educational Computed Degree of
Attainment and … r Relationship

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International Journal For Research In Social Science And Humanities ISSN: 2208-2107

Autocratic Style -0.1386 Negligible

Bureaucratic Style -0. 2649 Slight
Democratic Style -0.4724 Marked
Laissez-Faire Style -0.3084 Slight
Paternalistic Style -0.0875 Negligible

The data indicate that a negligible relationship is seen between the administrators’ educational
attainment and the following management styles: autocratic and paternalistic styles. This finding indicates that
having an advance studies does not change the extent of usage of the management styles of the administrators on
the mentioned areas.
Al-Ababneh and Lockwood negate this finding. Their study reveals that in autocratic style, degree holders
have higher mean score than those were non-degree holders. This indicates that in this style, educational
attainment matters.
The same table shows that there is a slight negative relationship between the administrators’ educational
attainment and the following management styles: bureaucratic and laissez-faire. In addition, a marked negative
relationship is noted between their educational attainment and their extent of use of democratic style. These
results imply that those administrators with lower educational attainment have higher usage of bureaucratic,
laissez-faire and democratic styles of management than those who have higher educational attainment. This
outcome is understandable since these administrators still want to prove themselves to their subordinates. High
implementation of set of standards (bureaucratic style), giving subordinates authority in making decision(laissez-
faire style ) and delegating tasks with subordinates (democratic style) are more observed by these administrators
with lower educational attainment than those with higher educational attainment.
Al-Ababneh and Lockwood reveal an opposite finding. The relationship between the administrators’
educational attainment and extent of use of laissez-faire and democratic styles are directly proportional. This
means that degree holders have higher acquisition of these two styles than the non-degree holders.

Table 10: Relationship between the Extent of Administrators’ Use of Management Styles and their Length
of Service
Teachers’ Length of Service Computed Degree of
and … r Relationship
Autocratic Style 0.1138 Negligible
Bureaucratic Style 0.1363 Negligible
Democratic Style 0.0409 Negligible
Laissez-Faire Style 0.0321 Negligible
Paternalistic Style 0.0037 Negligible

The data indicate that the extent of use of management styles of the administrators has no relationship
with their length of service. This finding connotes that whether the administrators are new to the position their
usage of the different management styles is just the same as those administrators who are in the same position for
a long time.
Al-Ababneh and Lockwood disconfirm these findings. Turning to tenure, the longer they are in the service,
the higher is their preference of the autocratic, democratic and laissez-faire styles than those who are new in the
service. They further indicate that top managers score the highest on all three styles and first line managers score
the lowest on all three styles. The implication is that first line managers have not fully developed their managerial
style preferences and are keeping their options open or that their position does not allow them to fully exploit the
styles due to power differences.
Among the profile of the administrators, the sex is not included in the analysis since there are only few
male administrators. This might yield a result which is not conclusive.

Conclusions
Based on the findings cited above, the following conclusions are hereby drawn:

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1. Majority of the administrators are female and almost three-fourth of them are 36 years old and older. In
terms of educational attainment, only a few are master’s degree holders and most of them are still new in the
administrative position.
2. Almost all of the teachers have a “very satisfactory” rating and higher.
3. Administrators’ extent of use of bureaucratic, paternalistic and democratic styles is “high” and “moderate” for
laissez-faire and autocratic styles.
4. There is a “slight” negative relationship between the administrators’ use of democratic style and their
teachers’ performance.
5. There is a “slight” negative relationship between administrators’ age and their use of paternalistic style. The
same degree of relationship is revealed between administrators’ educational attainment and bureaucratic and
laissez-faire styles;
A “marked” negative relationship is also noted between administrators’ educational attainment and
democratic style.
In general, administrators’ extent of use of management styles is “high” for bureaucratic, paternalistic and
democratic styles and “moderate” for laissez-faire and autocratic styles. Of the 5 management styles, only the
democratic style indicates a negative relationship with teachers’ performance. Meaning, administrators with low
performing teachers impose more involvement from them in making decisions and delegate more tasks for them
to increase participation and thereby earn points needed in the teachers’ evaluation.

Recommendations
In view of the findings and conclusions discussed above, the following are hereby recommended.
1. Teachers should be involved more in school related activities even without the strict guidance from their
administrators. They should begin to participate and accept tasks delegated by their leaders.
Involvement in school related activities is one of the components in teachers’ evaluation, thus teachers
must have the initiative to be always part of the schools’ yearly academic and non-academic activities.
2. Administrators should finish their master’s degree in order to improve their professional qualities and
personal attributes. In this way, they can improve their workplace’s environment and gain more
understanding on how people behave. They can further apply the management style whenever or
wherever it is appropriate.

ACKNOWLEDGMENTS

Whenever any of us put pen to paper or fingers to the keyboard, we stand on the shoulders of others.
Doing a research study is not an easy one. I would like to extend my sincere thanks to the following people who
have helped much for the completion of this study.
Engr. Maria Chona Z. Futalan, Instructor Foundation University and my adviser, for her patience and
expertise in statistics and for her full support and guidance.
Dr. Aparicio H. Mequi, Dean of the Graduate School, Dr. Eva C. Melon, Vice-President for Academic
Affairs, Foundation University, Dr. Roullette P. Cordevilla, Dean of the College of Education, andDr. Ermita L.
Miranda, External Examiner for their suggestions and advice;
Mrs. Ofelia R. Hermosa, CESO VI, Schools Division Superintendent, for the approval to float the
questionnaires to the school administrators in the public elementary schools, Division of Bayawan City.
The respondents, the 52 school administrators who took their time and effort to answer the
questionnaires.
The brethren, my brothers and sisters in the church, Pastor Guillermo Salcedo, Pastor Efren S. Barioga,
Mrs. Lyna Hope E. Salcedo, Mrs. Pollyn Grace E. Barte, and Ms. Colleen A. Sararaña for their moral and spiritual
support.

Everybody, who extended and contributed something in one way or another to the realization of the
work; and

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