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Abstract
Abstract: Of course, teacher's behavior can be reduced in size as normative (educational
requirements necessary for the action). In this respect the teacher' s work precisely:
· to the proposed action (a posible and useful purpose), which involves, necessarily,
made alternative;
· time action performed;
· place (space) its execution;
· practical ways of action;
· a certain possible state performance obtained by the students (the transition from an
initial, starting at one end, which terminated).
From the answers given by our colleagues observed changes in the perception
awareness of personality, to standards of occupational and professional teacher.
In that context, we propose to develop an evaluation mechanism for settlement purposes
and promotion of managerial competence of teachers as a factor in school succes.
Initiation is advisable to include the following contexts:
I. Characteristics of educational management;
II. Phases of educational management;
III. Functions of educational management