Prof Ed 104 SG 5

FM-AA-CIA-15 Rev.
0 10-July-2020
Study Guide in Prof. Ed. 104: The Teacher and the Community, School Culture and Organizational Leadership Module No. 5
STUDY GUIDE FOR MODULE NO. 5

Unit 5 – The Teacher as an Organizational Leader
MODULE OVERVIEW
The Teacher as an Organizational Leader
The notion of teacher leadership is not new, but recently it has been transformed. In the past, teacher
leadership roles have been limited in scope and established at the prerogative of school administrators.
Teachers have long served as team leaders, department chairs, association leaders and curriculum
developers. In these roles teachers have often served as "representatives" rather than "leaders" who enact
change (Livingston, 1992). In addition, leadership roles for teachers have traditionally lacked flexibility and
required a lengthy, ongoing commitment of time and energy. Often the decision to take on leadership tasks
has been accompanied by a decision to get out of teaching and into administration.
MODULE LEARNING OBJECTIVES
At the end of this module, pre- service teachers should be able to:
1. describe leadership and other related concepts;

2. compare and contrast various types, approaches and models of leadership;
3. reflect on and differentiate the role of teachers as leaders and school heads as instructional leaders;
and
4. explain school policies and procedures that foster harmonious relationships within the school and the
wider school community and identify “best practices” in their implementation.
LEARNING CONTENTS: Defining Leadership
A. Defining Leadership
Leadership is a critical aspect of all social endeavors. In schools, talented leadership is essential to
student achievement. School leadership impacts all facets of education: teacher motivation, shaping the
conditions and the environment in which teaching and learning occurs, and interaction with the broader
community.
Leadership is a complex process by which a person influences others to accomplish a mission, task,
or objectives and directs the organization in a way that makes it more cohesive and coherent. A person
carries out this process by applying her leadership attributes. (belief, values, ethics, characters, knowledge,
and skills)
Leadership is the ability of an executive to direct, guide, and influence the behavior and work of others
in order to achieve specific goals in a given situation. A manager's ability to inspire trust and zeal in his or
her subordinates is known as leadership. Leadership is the ability to influence the behavior of others. It is
also defined as the ability to persuade a group to work toward a common goal. Leaders must create future
visions and inspire organizational members to want to achieve those visions.
Leadership is an influence relationship among leaders and followers resulting in outcomes that reflect
shared purposes.
Principle of Leadership
1. Know yourself and seek self-improvement- in order to know yourself, you have to understand your be,
know, and do attributes. Seeking self-improvement means continually strengthening your attributes.
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FM-AA-CIA-15 Rev. 0 10-July-2020
2. Be technically proficient- as a leader, you must know your job and have a solid familiarity with your
employees’ job.
3. Seek responsibility and take responsibility for your action- analyze the situation, take corrective action,
and move to the next question.
4. Make sound and timely decision- use good problem solving, decision making, and planning tools.
5. Set the example- be a good role model, they must not only hear what they are expected to do, but also
see.
6. Know your people and look out for their well-being – know human nature and the importance of
sincerity caring for your workers.
7. Keep your people informed- know how to communicate to your people
8. Develop a sense of responsibility in your people- develop goods characters traits within your people
that will help them carry out their professional responsibility.
9. Ensures that tasks are understood, supervised, and accomplished- communication is the key to this
responsibility.
10. Train your people as a team- although many so-called leader call their organization, department,
section, they are not really teams, they are just a group of people doing their jobs.
11. Use the full capabilities of your organization- by developing a team spirit, you will be able to employ
your organization, department, section, to its fullest capabilities.
FOUR FACTORS OF LEADERSHIP
✓ Followers- Followers are the subordinates of a head. Leader must know his people.
✓ Leader- Leader must know his people. The fundamental starting point is having a good understanding of
human nature, such as needs, emotions, and motivation.
✓ Communication- Communication maintains good relationship between leader and followers as well as
shows the leader efficiency. A head lead through two-way communication.
✓ Situation- The situation normally has a greater effect on a leader's action than his or her traits. This is
because while traits may have an impressive stability over a period of time, they have little consistency
across situations.
B. The Nature of Administrative Work
Good leadership in schools is the practice of encouraging and enabling school-wide teaching expertise in
order to achieve a strong rate of progress for all learners. For teaching staff and future leaders in the education
sector, it’s important to understand what the benchmark is for good leadership in schools, and how it can be
used to drive lasting change.
1. Trait Approach to Leadership
The trait theory of leadership focuses on identifying different personality traits and characteristics that
are linked to successful leadership across a variety of situations. This line of research emerged as one of the
earliest types of investigations into the nature of effective leadership and is tied to the "great man" theory of
leadership first proposed by Thomas Carlyle in the mid-1800s.
Carlyle's theory of leadership was based on the rationale that:

 Certain traits produce certain patterns of behavior.
 Patterns are consistent across different situations.
 People are "born" with leadership traits.
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The trait approach to leadership concentrates on the idea that great leaders are born with the given
abilities, and not a learned ability.
According to Northouse (2016),” the situational approach stresses that leadership is composed of both
a directive and a supportive dimension, and that each has to be applied appropriately in given situation.
According to this theory, the most effective leaders are those that are able to adapt their style to the
situation and look at cues such as the type of task, the nature of the group, and other factors that might
contribute to getting the job done.
2. Situations and Leadership
Successful leaders could look at situations with different perspectives. They assess the situation and
behaviors of the team members in play, after which they determine the type of leadership approach to use to
get the best result. The situational leadership theory and situational leadership model work to ensure
success, due to the following:
1. It is a more flexible approach to leadership

2. It encourages successful collaboration among team members
3. Adaptability is encouraged to fit past, present & future situations
4. It assesses maturity levels of people within the organization
5. It encourages socio-emotional support for subordinates
6. It encourages provision of direction & guidance for subordinates
7. Work productivity can be enhanced with situational leadership
8. It can boost employee motivation within a business organization
9. It increases awareness of current organizational situations
10. Situational Leadership can counter volatility
11. Situational Leadership can counter uncertainty
12. Situational Leadership can decipher situational complexity
13. Situational Leadership can beat ambiguity
14. Using Situational Leadership, you can control all possible outcomes
15. Using Situational Leadership, adapt your style to those you lead
Situational leadership is a relationship-oriented type of leadership. It bases a leader’s directives

on the readiness and ability of his followers. This is why it is seen as a “flexible approach”. The leader
does not use a single style of leadership across all his team members. In order for it to work, the leader
must have established a relationship with his team members in order to understand their state of mind
when receiving directions for the tasks they need to complete. Looking at Ken Blanchard’s model for the
succeeding examples: a leader will most likely use a directive style of leadership to a new employee as
they are still new at learning their task. However, the same leader may delegate the task of training to their
most tenured and highly motivated team member.
3. Behaviors and Leadership
Adopting positive leadership behavior can motivate your team to be more effective and increase its ability to
reach goals. It also helps you to retain top talent within your department, as team members will value the opportunity
to work alongside you. Learning how to behave like a leader can take practice and a strong sense of self-awareness
as you monitor your own actions. In this article, we discuss why leadership behaviors are so important within an
organization and share some simple steps you can take to start to develop your own effective leadership behavior.
Behavioral leadership theory is a management philosophy that evaluates leaders according to the actions
they display in the workplace. Supporters of this theory believe that all you need to do to be an effective leader is to
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learn a certain set of behaviors. If you are interested in becoming a more efficient leader or in implementing a new
leadership style, you can benefit from learning about behavioral leadership theory.
What is behavioral leadership theory?
Behavioral leadership theory argues that the success of a leader is based on their behavior rather than
their natural attributes. Behavioral leadership theory involves observing and evaluating a leader's actions and
behaviors when they are responding to a specific situation. This theory believes that leaders are made, not
born. Proponents of this theory suggest that anyone can become an effective leader if they can learn and
implement certain behaviors.
Behavioral leadership theory is highly relevant in several fields. This theory promotes the idea that all
leaders are capable of learning and developing through adopting beneficial behaviors and performing them in
their workplace. Behavioral leadership theory also encourages leaders to be self-aware of their behavior and to
recognize how it affects the productivity and morale of their team.
Types of behavioral leadership

There are several key styles of behavioral leadership. Each one involves a different set of behaviors and
may be more or less effective in certain work environments:
 People-oriented leaders
 Task-oriented leaders
 Participative leaders
 Staus-quo leaders
 Indifferent leaders
 Dictatorial leaders
 Country club leaders
 Sound leaders
 Opportunistic leaders
 Paternalistic leaders
People-oriented leaders
People-oriented leaders focus on behaviors that allow them to meet the needs of the people they interact
with, including supervisors, employees and clients. They are primarily driven by interpersonal connection and
communication. People-oriented leaders build relationships with their team members to motivate them to
perform well. This type of leader favors behavior related to:
 Encouraging collaboration
 Rewarding success
 Observing their team's progress
 Mentoring team members
Task-oriented leaders
Task-oriented leaders are primarily focused on setting goals and achieving objectives. Task-oriented
leaders thrive in a well-structured environment and often show authoritative behavior. They are typically more
focused on their team's final results rather than the day-to-day developmental process. Behaviors that are
common for a task-oriented leader include:
 Initiating projects
 Organizing processes
 Clarifying instructions
 Gathering relevant data
Participative leaders
Participative leaders make an effort to include their entire team in decision-making processes. They
prioritize active communication, collaboration and feedback. Participative leaders know their team's strengths
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and weaknesses and assign tasks accordingly. This leadership style allows every team member's voice to be
heard and considered. Participative leaders are likely to:
 Facilitate team meetings
 Ask for constructive feedback
 Take suggestions for improvement
 Delegate tasks to other team members
Status-quo leaders
Status-quo leaders make an effort to prioritize both productivity and employee satisfaction. They ensure
that all tasks are finished on time while also providing support and encouragement to their team members.
Staus-quo leaders typically meet the needs of their team without going above or beyond expectations. Some
behaviors associated with status-quo leaders include:
 Distributing tasks evenly
 Requiring regular progress reports
 Enforcing company policies fairly
 Responding to feedback neutrally
Indifferent leaders
Indifferent leaders do not prioritize interaction or communication with their team. They usually oversee
progress from a distance and do not contribute to their team's daily efforts. They are primarily focused on
personal success and advancement. Due to the lack of cooperation, an indifferent leadership style is widely
considered the most ineffective of the behavioral leadership types. Behaviors typical for indifferent leaders
include:
 Avoiding questions
 Procrastinating
 Self-preserving
 Assigning unwanted tasks to others
Dictatorial leaders
Dictatorial leaders often value results more than they do people. They may pressure their team members to
perform well even during stressful or challenging periods. Dictatorial leaders are often successful in delivering
high-quality results but may experience high-turnover rates due to employee dissatisfaction and burnout. The
behaviors of a dictatorial leader include:
 Setting inflexible deadlines
 Disregarding excuses
 Ignoring feedback
 Achieving short-term goals
Country club leaders

Country club leaders prioritize their team members' happiness and satisfaction level. They believe that a
team that is comfortable and well-provided for is more likely to be successful. Team members are likely to show
high levels of trust and loyalty when working with country club leaders. Some country club leaders might
sacrifice productivity in exchange for improving their team's morale or workplace relationships. Country club
leaders' behavior often involves:
 Responding to team member feedback
 Focusing on employees' well-being
 Defending employees' interests and rights
 Supporting the team members' decisions
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Sound leaders
Sound leadership is considered the most effective type of behavioral leadership. However, it is typically
difficult to practically implement. Sound leaders equally prioritize productivity and team morale. They value their
team members, set achievable goals and deliver high-quality results. They are intrinsically motivated to succeed
and find satisfaction in supporting their team's progress. Sound leaders exhibit behaviors like:
 Encouraging open communication
 Allowing employees to work independently
 Listening to and implementing feedback
 Providing training and continuing education to team members
Opportunistic leaders
Opportunistic leaders pick and choose different behaviors from the previous styles. They can adjust and
adapt their leadership style to fit a particular situation. They are goal-oriented and will use whatever methods
are necessary to achieve their objectives. For example, they might adopt a dictatorial persona in the weeks
leading up to a major deadline and then shift to country club leadership afterward to repair their relationship with
their team. The specific behaviors of an opportunistic leader vary, but may include:
 Lack of consistency
 Pursuing results regardless of cost
 Enforcing their own standards for success
 Caring for their team to improve performance
Paternalistic leaders
This leadership style strives to be stern but fair, much like a father with a child. Paternalistic leaders are
goal-oriented but are willing to be flexible regarding methodology. They frequently set lofty goals and reward
team members that achieve them. They value their team members' individual skills and offer opportunities for
them to develop professionally. Other behaviors associated with the paternalistic style include:
 Rewarding positive behavior or success
 Disciplining failure
 Disregarding feedback
 Offering leadership opportunities to promising employees
4. Leadership Effectiveness
Leadership Effectiveness is the key analyst of organizational success or failure while examining the
factors that lead to organizational success.
 To lead a team you need to understand leadership effectiveness and for this, it is necessary to
learn to understand, to be understood later, if we want to change a situation, we must change
ourselves, to be able to change effectively, we must first change our perceptions.
 To relate effectively with other people, we must learn to listen. And this requires emotional control.
Listening requires having highly developed qualities of character such as patience, being open to
change and criticism and wanting to understand.
 It is important and effective to act from a low emotional level, give advice and direct at high levels.
1. Personality
Successful leaders have a pleasing personality. Personality is the sum of physical, mental, and social
qualities. Personality is the only characteristic of a good leader to influence the subordinates.
2. Human Skills
The human skills refer to interpersonal skills. The leader must understand the feelings, emotions, and
expectations of the subordinates. Such knowledge would enable the leader to develop interpersonal relationships
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with the subordinates, which are vital in any organization.

3. Communication Skills
Effective leaders are good communicators. Effective communication in three critical areas is the key to win
trust and confidence of the subordinates:
 Enabling employees to understand the company’s overall business strategy.
 Informing the employees and sharing information with them.
4. Administrative Skills
Leadership should be administered as required to undertake management functions such as planning,
organizing, directing and controlling.
5. Decision Making
Leadership Effectiveness helps leaders in effective decision making. There is a need to identify the
problems. Accordingly, alternation solutions must be listed. After analyzing the cost-benefit of every alternative
solution, the leaders need to select the best solution to solve the problem.
6. Conceptual
Leadership should be conceptual as it helps to visualize and analyze problems or situations. A top-level
leader considers a long term perspective. They need to handle difficult or complex situations.
7. Innovations
Leadership should bring in innovation in an organization. Innovation should be creative. Therefore the
leader should have the imagination to develop new ideas or new was to handle the activities or situations. A good
subordinate expects the leader to be innovative.
8. Initiative
The quality of leadership should be initiated, as the leader should be initiated. Effective leadership can take
place only when the leader is at the position to do the right things at the right time without being reminded.
The decision should be taken without causing delay and inconvenience to others. Therefore, the leader should
initiate the subordinates as well.
9. Intelligence
An intelligent leader is efficient enough to make decisions and to deal with people. There is a need to have
intellectual intelligence and emotional intelligence. This would enable ineffective leadership of taking the right
decisions not only in the interest of the organization but also in the interest of employees.
10. Ethics and Values

Leadership effectiveness also involves ethics and values. There shouldn’t be any kind of cheating or
manipulation. It is important to have honesty, integrity, compassion, and courage among the leaders.
11. Respect and Trust

People are naturally drawn to leaders whom they trust and respect. Fear and control based leadership
could get some followers in the short-term, but such coercive leaders will not earn the loyalty of subordinates. To
build a loyal team, a leader must be trustworthy.
12. Delegation
One cannot do everything. The leader needs to delegate tasks effectively. The leader needs to know each
member’s strengths and weaknesses and delegate responsibilities accordingly. This would make the team
members feel appreciated and recognized.
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13. Appreciation
A leader should value each team member and makes each member feel valued. Each member of the team
feels their role is important and appreciated. Praise in public and criticize in private.
14. Handling Success and Failures

It is very important that a great leader should know how to handle each success and failure. Celebrate the
successes. At the same time, the leader should learn from the failures. Remember- whenever there is a success;
attribute it to the entire team. When the team faces a failure, accept responsibility for the failure.
5. Contingency Models of Leadership
What Is the Contingency Theory Of Leadership?
Throughout history, multiple schools of thought have argued about the most effective leadership style.
Popular among them is the Contingency Theory of Leadership. It states that a leader’s effectiveness doesn’t
depend on their abilities. External factors like environment, culture and social relationships influence the
leadership process. Contingency theorists suggest that no matter how talented leaders are, they’ll likely struggle
to meet demands at some level. For example, the COVID-19 pandemic has forced some of the most successful
leaders to shut down their business ventures.
Types Of Contingency Theories
Fred Edward Fielder, an Austrian-American psychologist proposed the first

comprehensive Contingency Theory of Leadership. Subsequent contingency theories emerged: Hersey-
Blanchards’ Situational Leadership Theory and Robert House’s Path-Goal Theory. Let’s look at the
different contingency theories in detail.
1.Fielder’s Contingency Theory

This theory suggests that successful leaders exercise control over a situation that’s influenced by three
distinct factors. The Fiedler Contingency Model was created in the mid-1960s by Fred Fiedler, a scientist
who studied the personality and characteristics of leaders. The model states that there is no one best
style of leadership. Instead, a leader's effectiveness is based on the situation.
1. Leader-Member Relations:
If you’re well-liked and trusted by your team, you can communicate your ideas with greater
conviction and it’s easier for you to exercise effective leadership.
2. Task Structure:
When there’s a structured approach to work, your team finishes their work on time. A well-
specified plan of action directs everyone to their goals.
3. Position Power:
The more power (and influence) you have over your team, the greater control you have over
your situation to exercise successful leadership.
Fielder’s Contingency Model also suggests two key leadership styles.
 Task-oriented leadership: You prioritize performance, structures, plans and schedules to

get things done.
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 Relationship-oriented leadership: You foster positive relationships with your team, peers
and coworkers by encouraging teamwork and collaboration.
2. Hersey-Blanchard Contingency Theory
Created by two leadership experts—Paul Hersey and Ken Blanchard, the Situational
Leadership Theory suggests that no leadership style is superior to another. Instead of focusing on
environmental factors, individuals should adapt their leadership style based on activities and
relationships. The theory proposes different leadership styles:
 Delegating Style, where you allow your team to take responsibilities and make decisions.
 Participating Style, where you help those who struggle to meet their targets or lack the
confidence to carry out responsibilities.
 Selling Style, where you communicate ideas and strategies in persuasive ways to boost
your team’s productivity.
 Telling Style, where you provide direction and closely monitor your team’s progress.
3. Path-Goal Contingency Model

Developed by Robert J. House, a professor of leadership and organizational behavior, the
Path-Goal Theory states that a leader must shed light on the path to a goal. In other words, an effective
leader is someone who provides clear direction, sets big milestones and supports those pursuing their
goals. There are various path-goal leadership styles.
 Directive Leadership: You let your team know about your expectations and help them
schedule work accordingly.
 Supportive Leadership: You treat everybody with equal importance and create a friendly
and supportive work environment.
 Participative Leadership: You consult your team members during decision-making; this
establishes trust between you and your team.
 Achievement-Oriented Leadership: You set challenging milestones and expect everybody
to perform their best; you guide them wherever necessary.
Two Sides Of Contingency Theory Of Leadership
Now that we’ve established how leadership styles change according to situations, let’s explore the
advantages and disadvantages of the Contingency Leadership Theory.
Advantages
1. Contingency theory is grounded in empirical research and has developed over the years. It has
broadened the scope of understanding leadership.
2. Since the theory proposes that no particular leadership style is perfect, you get to define
leadership the way you want to. You set your own rules, targets and expectations.
3. Since the Contingency Theory is situation-specific, it helps to keep up with changing business
needs and is ideal for fast-paced businesses.
Disadvantages
1. As there isn’t any standard definition of effective leadership, you have no examples to learn
from.
2. Your interpersonal relationships and contexts matter more than your abilities. There is too much
emphasis on the situation.
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3. As there isn’t any single optimal solution to a problem, you may spend hours before you’re able
to resolve the problem(s).
LEARNING CONTENT: Transformational Leadership
C. Transformational Leadership
Effective school leaders apply their educational expertise and management skills in order to focus their
efforts, and those of their teaching staff, on improving the quality of student learning outcomes. Part of this
involves keeping up-to-date on the latest teaching technologies and trends. It also requires excellent
interpersonal skills – as leaders work with students, staff, parents and external communities to gain constant
feedback and find opportunities to innovate. School leaders need to have a solid grasp of operational best
practices and an aptitude for enabling continuous development. Good leadership in schools helps to foster both
a positive and motivating culture for staff and a high-quality experience for learners. Leaders at all levels in
schools can contribute to this by developing the top skills needed by school leaders.
Transformational leadership is a leadership theory where a leader works with followers to identify the
changes needed, create a vision through inspiration, and execute the change with a group of highly committed
followers. Transformational leadership is the new leadership paradigm as it focuses on charismatic and
affective leadership elements (PSU WC, 2016, L.10). As the name suggests, the leadership theory seeks to
create a new approach to leadership. Over time, the leadership model has become popular following its focus
on intrinsic motivation as well as follower development which is in line with the needs of most workgroups that
may require inspiration and empowerment to succeed in difficult times (Northouse, 2016).
Development of Transformational Leadership:

Transformational leadership emerged as a significant leadership style that linked the roles of leaders
and followers. Transformational leaders are believed to tap the potential and motives of followers to make it
easier to reach the goals of the team. The style illustrates that leadership is different from power since it is
inseparable from the needs of the followers (Northouse, 2016). It means that the leader does not act because of
the power bestowed on him by his leadership position. He acts in the interest of the followers seeking to work
with them to attain the set vision. A transformational leader may spend time seeking to influence the followers to
understand and accept his vision.
The Four I's

In Bass' interpretation, he identified four separate elements that make up a Transformational Leader, which
became known as the 4 I's. These were:
1. Idealized Influence (II)
2. Intellectual Stimulation (IS)
3. Inspirational Motivation (IM)
4. Individualized Consideration (IC)
These 4 elements, in Bass' view, were crucial if a leader wished to inspire, nurture and develop their followers.
 These would be used to create an open, communicative and diverse culture, allowing followers to freely
share ideas and therefore to empower them on an individual level.
Transformational leaders are often described as mentors and role models as they lead by example,
encouraging an environment where innovative thinking is aligned with the values, beliefs and objectives of the
organization, and individuals are openly recognized for their contributions, and for going above-and-beyond the
norm expected of them.
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1. Idealized Influence (II)

Idealized Influence: They believe in the philosophy that a leader can influence followers only when he
practices what he preaches. The leaders act as role models that followers seek to emulate. Such leaders
always win the trust and respect of their followers through their action. They typically place their followers needs
over their own, sacrifice their personal gains for them, ad demonstrate high standards of ethical conduct. The
use of power by such leaders is aimed at influencing them to strive for the common goals of the organization.
This refers to the way in which Transformational Leaders exert their influence within a group.
 These leaders are deeply respected by their team due to the example that they set for others.
 Behind this, they provide a clear vision and a sense of belonging which encourages individuals to buy
into the long-term objectives of the organization, and drives them to achieve their own goals.
2. Intellectual Stimulation (IS)

Intellectual Stimulation: Such leaders encourage their followers to be innovative and creative. They
encourage new ideas from their followers and never criticize them publicly for the mistakes committed by them.
The leaders focus on the “what” in problems and do not focus on the blaming part of it. They have no hesitation
in discarding an old practice set by them if it is found ineffective.
Transformational Leaders create a diverse and open environment, within which they encourage others to
innovate and to form new ideas for the organization and themselves.
 They seek other paths to goals which stray from the norm and openly push others to challenge their
own beliefs and values, as well as those of the company.
This is why this style of leadership can play such an influential role in Change and Strategic Planning.
3. Inspirational Motivation (IM)

Inspirational Motivation: The foundation of transformational leadership is the promotion of consistent vision,
mission, and a set of values to the members. Their vision is so compelling that they know what they want from
every interaction. Transformational leaders guide followers by providing them with a sense of meaning and
challenge. They work enthusiastically and optimistically to foster the spirit of teamwork and commitment.
Transformational Leaders play an important role in improving performance, by working to raise through
team morale through motivational techniques and acting as inspiration for their followers.
 They are happy to communicate their high expectations to individual followers and motivate them on a
singular level to gain their commitment to a shared organizational or team belief.
 When the individual is committed to organizational goals, it intrinsically encourages them to work harder
to reach these objectives.
When combined with the Individual Influence that Transformational Leaders exert, Inspirational Motivation
helps make up these leaders' charisma.
4. Individualized Consideration (IC)

Individualized Consideration: Leaders act as mentors to their followers and reward them for creativity and
innovation. The followers are treated differently according to their talents and knowledge. They are empowered
to make decisions and are always provided with the needed support to implement their decisions.
Transformational Leaders actively work to create a diverse environment and supportive environment, where
individual differences are respected and celebrated.
 They will know each of their followers individually and will happily listen to any concerns or needs that
their team members may have.
 They will act as mentors and coaches for team members, working to develop, empower and inspire
them to achieve more and to be more.
This individual effort is key to achieving the best results and creating future leaders.
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Becoming a Transformational Leader
You should now have a good understanding of the behaviors and attributes that Bass considers all true
Transformational Leaders to possess.
Becoming one is not an overnight phenomenon - individuals have to work to become a leader of high
inspiration, and it may be suited to some personalities over others - but here are some steps which one can
take to drive themselves towards the next level of leadership:
1. Identify individual strengths and weaknesses
2. Develop an inspiring vision for the future
3. Motivate everyone to buy into the vision
4. Manage and involve yourself in delivery
5. Reinforce your relationships with the team: trust, loyalty
Theory and Research about Transformational Leadership
Criticisms of Transformational Leadership Theory

 Transformational leadership makes use of impression management and therefore lends itself to amoral
self promotion by leaders
 The theory is very difficult to e trained or taught because it is a combination of many leadership
theories.
 Followers might be manipulated by leaders and there are chances that they lose more than they gain.
Implications of Transformational Leadership Theory

The current environment characterized by uncertainty, global turbulence, and organizational instability
calls for transformational leadership to prevail at all levels of the organization. The followers of such leaders
demonstrate high levels of job satisfaction and organizational commitment, and engage in organizational
citizenship behaviors. With such a devoted workforce, it will definitely be useful to consider making efforts
towards developing ways of transforming organization through leadership.
LEARNING ACTIVITY 1:
Assignment 1 – Application “Let’s Apply”

1. Based on this lesson and by means of an acrostic, give qualities or specific behaviors of good leaders. See
example.
L ________________________________________________
E ________________________________________________
A ________________________________________________
D ________________________________________________
E ________________________________________________
R ________________________________________________
S - Servant. He is servant first before a leader.
2. You are assigned as a school head in a low-performing school. Students are poorly motivated, parents and
community are not very cooperative, and teacher have low morale. As a leader, what should you do?
Outline your steps.
3. You are introducing an innovation in school. Sociologically, Filipinos are known for the “ningas-cogon”
mentality. How does this mentality affect school innovation? As a leader, how will you counteract it?
4. Two of your teachers are doing very well. Four strongly resist Continuing Professional Development. Two
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are about to retire and are simply waiting to retire. To make your school perform, as a school head, what
moves will you take? Explain.
5. Here are various methods that leaders employ.
a) Model the way. Set the example.
b) Share your vision. Enlist others.
c) Challenge the process. Look for ways to grow.
d) Enable others to act. Empower others.
e) Set goals.
f) Build trust.
g) Give the direction.
h) Encourage the heart. Give positive reinforcement.
Identify the leadership style employed in each method. Explain your answer.
LEARNING CONTENT: Evolutionary Leadership Theory (ELT)
D. Evolutionary Leadership Theory (ELT)

Evolutionary Leadership is a capacity to mobilize oneself and others to consciously and
effectively redesign worldviews, cultures, and institutions for a more just, sustainable, and
flourishing world.
Evolutionary leadership theory (ELT) argues that humans possess specialized psychological
mechanisms for solving coordination problems through leadership and followership. We discuss
the evolutionary functions and psychological processes underlying leadership, and how to study
leadership and followership from an integrated evolutionary perspective.
Seven (7) competencies of Evolutionary Leadership Theory (ELT)
1. Personal Evolution
Personal Evolution Competency supports leaders in developing a complexity of consciousness and a
new worldview through becoming a different kind of observer of the world. Most of our leaders operate from
conventional mind [Kegan, 1982] influenced by the tribal mindset that makes people put their tribe’s survival first
and consider their tribe’s culture as the main point of reference for understanding and dealing with our complex
world. Developing Personal Evolution Competency requires continuous efforts towards understanding our
human nature and consciously evolving our mindset to embrace the complexity of the world and transcend
limiting beliefs and assumptions that undermine our ability to build a more just, sustainable, and flourishing
world.
2. Emotions & Generative Language

Evolutionary Leaders use the power of emotions and language to bring forth new realities. This
competency invites leaders to master their emotions in a way that sets the foundation for healthy relationships,
for caring, for seeing the other as a legitimate other [Maturana, et al, 1996], and for setting the context for
generative dialogue. This competency also includes developing philosophical understanding of language and its
relationship with emotions which facilitates conscious articulation of new possibilities and empowers leaders to
declare bold stands and purposes for a just, flourishing, and sustainable world. Though developing deeper
understanding of humans as emotional and linguistic beings, language becomes a powerful tool that shapes
human reality and elicits commitments to effective action. Evolutionary Leaders use this powerful generative
language to facilitate the emergence of new historical narratives, a new story of life and human beings that
promotes meaning, purpose, solidarity among people, and harmony with our natural world.
3. Systems Thinking
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We need to be aware of the fact that we exist within a multiplicity of systems: natural systems, living
systems, social systems, and technological systems, to name a few. This competency enables leaders to see
systems, design new ones, and influence those systems toward systemic sustainability. Systems Thinking
offers powerful tools for observing the dynamics and outcomes of systems. It is a discipline for seeing the whole
not just parts, a method for seeing visible and invisible causes of our world problems.
4. Systemic Sustainability
Most people think of sustainability exclusively as an environmental issue. Systemic Sustainability
defines sustainability as a macro-complex system made up of three important sub-systems: Environmental
Sustainability, Human Sustainability, and Institutional Sustainability. Each one of these sub-systems supports
the existence of the other two which makes all three sub-systems mutually interdependent. Together, the three
sub-systems bring forth an emergent complex new system: sustainability as a coherent property that supports
the well-being of all three systems.
5. Ontological Designing
Ontological Designing is a discipline for consciously designing our lifeworlds, our institutions, our
products, our processes, and our self, so that they contribute toward the futuring of sustainment of life on this
planet [Fry, 2009].
6. Adaptive Work & Collaboration

An adaptive challenge is a challenge that involves a disparity between values and circumstances
[Heifetz, 1994], a challenge in which learning must occur for an effective solution to be found. Our world today is
full of adaptive challenges, and our leaders often misdiagnose these challenges and treat them as technical
problems that they think they already know the answers to, which causes the problems to persist. Global
poverty, hunger, climate change, energy, nuclear proliferation, and many others are examples of adaptive
challenges.
7. Evolutionary Visions, Scenarios, and Wisdom

This competency supports leaders in understanding our evolutionary history as living systems, and as
human beings. It also invites us to develop wisdom in order to make the right choices for our future. Wisdom
asks you to consider the importance of those actions, the choices, and the long term consequences of those
actions. Evolutionary Leaders think in terms of evolutionary time, and use their understanding of evolutionary
principles to design and direct the process of human evolution. They can think strategically in terms of 10, 25,
50, or 100 years or more to envision that we can design and build a better world.
E. Teacher Leadership
What is Teacher Leadership?

Teachers typically define career satisfaction in terms of their ability to be of service to others and make
a difference in the lives of their students (McLaughlin & Lee, 1988). Similarly, the leadership considerations of
teachers are grounded in their desire to improve the quality of teaching and learning for all students. Studies
have shown that teachers do not subscribe to traditional definitions of leadership as "higher" or "superior"
positions within the organizational hierarchy (Devaney, 1987). Instead, teachers view leadership as a
collaborative effort, a "banding together" with other teachers to promote professional development and growth
and the improvement of educational services (Troen & Boles, 1992).
Today, leadership roles have begun to emerge and promise real opportunities for teachers to impact
educational change-without necessarily leaving the classroom. Teachers are now serving as research
colleagues, working as advisor-mentors to new teachers, and facilitating professional development activities as
master teachers. Teachers also act as members of school-based leadership teams, instructional support teams
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and leaders of change efforts (Livingston, 1992). In addition, teachers are forging a number of new and unique
leadership roles through their own initiative by developing and implementing programs they personally believe
will result in positive change (Troen & Boles, 1992).
What We Know About the Work Lives of Teacher Leaders

In spite of the fact that roles continue to expand, little is known about the teachers who take on
leadership roles and their experiences. Researchers are only beginning to understand the complexities involved
in creating and implementing leadership positions for teachers. Several recent studies have attempted to
document the lives of teachers as they confront the challenges of leadership. These have shown that while lead
teachers typically find their new roles and responsibilities enormously rewarding, they also encounter a variety
of constraints and tensions.
What Do Teacher Leaders Do?

In one of the most extensive studies on the work of teacher leaders, Lieberman, Saxl, and Miles (1988)
focused on what teachers actually did when they assumed leadership positions designed to provide assistance
to other teachers. The authors found that the work of lead teachers was varied and largely specific to the
individual context of the school. In order to be effective with their colleagues, lead teachers found it necessary
to learn a variety of leadership skills while on the job. Those skills included:
 Building trust and developing rapport

 Diagnosing organizational conditions
 Dealing with processes
 Managing the work
 Building skills and confidence in others
School leaders concluded that restructuring school communities to incorporate leadership positions for
teachers will require teacher leaders to take certain actions. These include: placing a nonjudgmental value on
providing assistance, modeling collegiality as a mode of work, enhancing teachers' self-esteem, using different
approaches to assistance, making provisions for continuous learning and support for teachers at the school site
and encouraging others to provide leadership to their peers.
 Personal Gains.
Studies have shown that leadership positions can yield significant personal benefits to those involved.
Intellectual and professional growth and decreased isolation are personal gains teachers reported in their
new leadership roles.
 Intellectual and professional growth.
Teachers report that their knowledge and skills in teaching increased dramatically as a result of their
involvement in leadership positions (Porter, 1987; Lieberman et al., 1988; Troen & Boles, 1992). New skills
and knowledge also lead to increased confidence among lead teachers and a stronger commitment to
teaching. Professional growth was more often the result of collaboration with peers than activities
separated from the normal school routine. Growth occurred as lead teachers observed and assisted other
teachers, worked with administrators, and were exposed to new concepts and ideas.
 Decreased isolation.
Teacher leaders report a significant decrease in isolation as a result of opportunities to work with others
outside of the classroom. Studies have found, however, that in most instances isolation only decreased for
those involved in leadership positions and had little bearing on the isolation felt by the larger teaching force
(Porter, 1987; Wasley, 1989). Other studies have shown that under certain conditions lead teachers are
successful in facilitating cooperation and collegiality more broadly among faculty members, thereby
decreasing the isolation many teachers experience (Lieberman, et. al., 1988; Hart, 1990).
 Confronting Obstacles
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While leadership roles can provide important benefits they have also proven to be highly problematic.
Studies have shown that lead teachers confront a number of constraints as they learn to negotiate new
roles and relationships.
 Role Definitions.
Studies suggest that problems often result when teacher leadership roles are not well defined (Hart, 1990;
Hatfield, et al., 1987; Wasley, 1989). When responsibilities involved with leadership are not well delineated
confusion results and tensions mount, not only for lead teachers but also for those who work with them
(i.e., administrators, classroom teachers). At the same time, however, researchers point to the need for
lead teachers to participate in the definition and creation of their new roles. Teacher leaders who are given
the opportunity to create and shape their own roles receive more support and experience greater success
than those who are less willing and able to take initiative (Hart, 1990).
 Time.
Teacher leaders report that time constraints significantly limit their ability to succeed in the dual roles of
both teacher and leader (Dierks, et al., 1988; Fay, 1992; Lieberman, et al., 1988; Porter, 1987; Wasley,
1989). With additional responsibilities and little extra time, teachers are often forced to make sacrifices that
compromise their ability to be effective in both roles.
 School culture.
A lack of support and encouragement from school administrators and teaching colleagues often poses the
biggest obstacles for teacher leaders. Lead teachers found that school norms of privacy and isolation
made it difficult to foster collegiality and promote the sharing of ideas. Teacher leaders were repeatedly
confronted by the "egalitarian nature of teaching" and had to work hard to gain acceptance and respect
(Hart, 1990; Lieberman, et al., 1988; Wasley, 1989). The selection of lead teachers by the administration,
which violated the "equal status" of teachers, often exacerbated the problems and bred resentment and
hostility toward teachers in leadership positions (Devaney, 1987; Hart, 1990; Wasley, 1989). Lead teachers
often blamed the administration for failing to support leadership roles and engendering a hostile
environment (Hart, 1990; Troen & Boles, 1992).
LEARNING CONTENT: Instructional Leadership
F. Instructional Leadership
What are instructional leadership skills?

Instructional leadership skills are the traits possessed by effective educational leaders to inspire action
and optimism. These leaders set an example for others by treating people fairly and making an impression with
their honesty and integrity. Effective leaders are supportive of those around them and provide inspiration to
achieve individual and collective goals. They use their excellent communication skills to gather feedback, ask
for ideas and make informed decisions regarding the processes of the educational institutions they run.
Instructional leadership is most commonly associated with school principals who manage curriculums,
budgeting and scheduling and are responsible for the success of each student in their schools. These
individuals often strive to empower teachers to become leaders themselves, distributing the weight of the
school's responsibilities more equitably and providing a model of teamwork for students to look up to. This
method of leadership in education became popular in the '80s and '90s and continues to evolve based on
societal and educational needs.
Examples of instructional leadership skills

Instructional leadership skills and effective teaching are directly related to the success of the students in a
classroom setting. An instructional leader advocates for effective teaching by providing clarity and support for
teachers as well as procuring the necessary resources to maximize teaching effectiveness. Some specific skills
related to instructional leadership include:
 Communication skills
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 Effective planning
 Trustworthiness
 Competence
 Team building and collaboration
 Optimism
 Interaction with parents
Communication skills
Verbal and written communication skills are essential to leadership success. An instructional leader
must be able to effectively communicate their intentions regarding students' education. This may involve emails
and other written communication, or it could mean holding meetings with teachers to set goals and assess
lesson plans.
Effective planning
An instructional leader's ability to research and provide necessary resources improves learning and
allows teachers to be more effective at their jobs. For example, a principal may adopt new technology for
teaching tools and for overseeing staff initiatives, and this process requires planning. Instructional leaders must
be able to maintain a balance between procedure and adaptability to support creativity and innovative teaching
in their schools.
Trustworthiness
A positive and fair leader easily earns the trust of their staff, allowing the staff to look to the leader in
good times as well as challenging times. A good instructional leader can remain calm and fair during a
discussion where people present opposing ideas, weighing the merits and drawbacks of each while gathering
feedback from other members of staff who would be affected by any changes in plans. An instructional leader's
balanced judgment leads their teachers to trust and respect them, and this trust helps build a united educational
community.
Competence
Teachers rely on instructional leaders for information associated with instructional methods, current
trends in education and other pertinent news related to effective teaching. Additionally, principals are expected
to be a visible representation of positivity and transparency in the institution, leading by example and focusing
on important learning objectives to promote innovations in teaching.
Team building and collaboration

As the role ultimately responsible for the success of a school, an instructional leader must be adept at
uniting the staff and students to further the creation of new ideas and teaching methods. They must be able to
create a dependable team that works together to create a more effective and positive learning environment.
Optimism
Staff and students often adopt the disposition of their leader, so an instructional leader must maintain a
positive attitude regardless of their current situation. The more upbeat and excited a leader is, the more this
attitude spreads to teachers and students, creating an overall environment of positivity. This is also true when
providing encouragement, rewarding a good job and focusing on the success and happiness of teachers,
students and the institution as a whole.
Interaction with parents

Instructional leaders recognize the importance of a parent's role in the success of their child and the
cumulative effect on the success of the school. Principals can identify family members as a critical resource for
important events such as fundraisers and extracurricular activities. To get parents excited about participating in
17
these events, principals sometimes choose to host workshops or meetings so that parents can become familiar
with each other as well as with teachers and school policies. It also provides them with opportunities to offer
their input and ideas to improve the learning environment for their children.
1. School-based Management (SBM)
What is school-based management? School based management is a decentralized management

initiative by developing power or authority to school heads, teachers, parents and students. (SBM) is a
strategy to improve education by transferring significant decision-making authority from the DepEd Central
Office, regional offices, division offices to individual schools. SBM provides principals, teachers, students,
and parents greater control over the education process by giving them responsibility for decisions about the
budget, personnel, and the curriculum. Through the involvement of teachers, parents, and other community
members in these key decisions, SBM can create more effective learning environments for children.
SBM and the Principle of Subsidiarity SBM is in keeping with the principle of subsidiarity which States
that it is the people at the lowest level who will know best their problems and so are in the best position to
address the same. This tenet holds that “nothing should be done by a larger and more complex organization
which can be done as well by a smaller and simpler organization. In other words, any activity which can be
performed by a more decentralized entity should be done by that more decentralized entity. Those in the
higher echelon are far removed from the scene and are therefore not as involved and as informed as those
from those below.
Advantages of SBM
The following are strengths of SBM:
 Allow competent individuals in the schools to make decisions that will improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the school’s financial
status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.
Through SBM, decision making authority is devolved to school heads, teachers, parents and students.
This is school empowerment. This reduces bureaucratic controls on schools and encourage school heads,
teachers and parents to use greater initiative in meeting the needs of students and community. This results
in a sense of community school ownership which makes the school realize its vision, and mission.
Involving stakeholders - parents, teachers, students and other members of the community - is also
helpful in the mobilization of local resources to complement public resources. Concrete proof of this is the
number of classrooms built as a result of the strong partnership between schools and communities and
successful school community programs.
Through SBM, problems and needs at the school level get solved faster and specific personalities and
cultures are taken into consideration. These personalities and cultures are usually ignored in multi-layered in
hierarchical organization like DepEd. In a hierarchical organization, straight jacket rules, procedures and
allocation norms are given and apply to all. It takes time to solve problems if schools have to wait for
answers from above. As a result, teachers, parents and students are frustrated due to delays.
In SBM, schools take the responsibility to plan and implement their School Improvement Plans (SIP).
The table that you scrutinized in the Activity phase of the lesson is a of a part of a School Improvement
Plan). It is the schools themselves, not DepEd higher offices that know best their problems and the solutions
18
to these problems. It is the schools that determine the number and kind of teachers they need, the kind of
learning materials and resources they need. Since schools are given more power to direct themselves, they
made accountable for results. SBM makes schools accountable to the stakeholders.
Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government code that will
institutionalize. a system of decentralization (Article 10, Sec. 3) whereby local government units shall be
extended more power, authority. The Local Government Code in 1991 is a fulfillment of this Constitutional
provision.
This means that long before the Department of Education (DepEd) legally introduced decentralization
in schools through School-Based * Management (SBM) in 2001 through the enactment of RA 9155, local
government units were already empowered for local governance. RA 9155, Basic Governance Act transfers
the power and authority as well as the resources to the school level. School empowerment is based on the
assumption that the school heads including teachers, key leaders in the community, parents know best the
root and solution to the problem.
Conditions for the Success of SBM

 Teachers, school heads must be given the opportunity to make choices. They must actively
participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and highly welcomed.
 Stakeholders must participate in the development of a School Improvement Plan. They must have
a say on resource allocation to meet specific needs.
 Higher authorities must actively encourage thoughtful experimentation and innovation in an
atmosphere where mistakes are viewed as learning experiences. They must be willing to share
their authority with the academic and the larger community.
 Teachers must develop reflection, problem solving.
LEARNING CONTENT: Roles and Competencies of School Heads
School Improvement Plan (SIP)
What is a school improvement plan?

A school improvement plan is a road map that sets out the changes a school needs to make to
improve the level of student achievement and shows how and when these changes will be made. School
improvement plans are selective: they help principals, teachers, and school councils answer the questions
“What will we focus on now?” and “What will we leave until later?” They encourage staff and parents to
monitor student achievement levels and other factors, such as the school environment, that are known to
influence student success. With up-to-date and reliable information about how well students are performing,
schools are better able to respond to the needs of students, teachers, and parents. A school improvement
plan is also a mechanism through which the public can hold schools accountable for student success and
through which it can measure improvement. One of the first steps—a crucial one—in developing an
improvement plan involves teachers, school councils, parents, and other community members working
together to gather and analyze information about the school and its students, so that they can determine
what needs to be improved in their school. As the plan is implemented, schools continue to gather this kind
of data. By comparing the new data to the initial information on which the plan was based, they— and the
public—can measure the success of their improvement strategies.
Pursuant to Republic Act No. 9155 known as Governance of Basic Education Act of 2001 , this policy
aims to strengthen School-Based Management (SBM) by further devolving the governance of education to
schools, empowering school teams and personnel, expanding community participation and involvement, and
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making the delivery of education services to the learners more responsive, efficient, and effective through an
enhanced school planning and communication process.
The School Improvement Plan (SIP) is a roadmap that lays down specific interventions that a school,
with the help of the community and other stakeholders, will undertake within a period of three consecutive
school years. The implementation of development activities integral to it are in the school such as projects
under the Continuous Improvement Program (CIP), the creation and mobilization of Learning Action Cells
(LACs), and the preparation of the School Report Card (SRC). SIP seeks to provide those involved in school
planning an evidence-based, systematic approach with the point of view of the learner as the starting
point. Ultimately, it is envisioned to help schools reach the goal of providing access to quality education.
The SRC is a tool for advocating and communicating the school situation, context, and performance to
internal and external stakeholders. Its objective is to increase the participation and involvement of the
community and other stakeholders in making the school a better place for learning.
The School Improvement Plan (SIP) Guidebook is provided which details the procedure in preparing
the enhanced SIP and SRC. The enclosed guidelines and the Guidebook shall serve as the official reference in
the preparation and implementation of the SIP and SRC. Concerned offices, local government units (LGUs),
and development partners are urged to conform to these guidelines as they implement projects and activities
related to school planning in DepEd schools.
Working with School Stakeholders: Brigada Eskwela

The Brigada Eskwela is the National Schools Maintenance Week that aims to bring together all
education stakeholders to participate and contribute their time, effort, and resources to prepare public school
facilities for the opening of the school year in June.
The Brigada Eskwela Program is one of the most important programs in DepEd. In the spirit of
bayanihan, private institutions/individuals, government agencies, local government units, and other
organizations contribute to DepEd campaign to ensure accessible and quality basic education. The components
of the program are the following:
 Brigada Eskwela (National Schools Maintenance Week),
 Brigada Eskwela Plus (Partnership Support for Access), and
 Brigada Pagbasa (Partnership Support for Quality Education).
All regional directors (RDs) and schools division superintendents (SDSs) shall mobilize their
partnerships focal persons to ensure the effective implementation of Brigada Eskwela Program in all public
elementary and secondary schools and the involvement of the community and local stakeholders. School heads
(SHs) shall take the lead in planning the activities geared towards making schools ecologically conscious,
resilient, clean, safe, and conducive to learning. No Brigada Eskwela fee shall be collected from parents or
solicited from other volunteers.
Individuals or groups from the national government agencies (NGAs), local government units (LGUs),
private sectors, international organizations, and other parties interested to help the schools and volunteers may
coordinate with any of the following:
a. External Partnerships Service (EPS) of the DepEd Central Office,

b. Education Support Services Division (ESSD) in the ROs,
c. Social Mobilization and Networking Section (SocMob) under the Schools Governance and
Operations Division (SGOD) in the SDOs, and
d. SHs of the beneficiary school/s, for guidance.
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All DepEd employees are encouraged to join the Brigada Eskwela activities by offering their skills, sharing
their time or providing their in-kind assistance and support to public schools near their residence. Interested
employees are given two days to do volunteer work on official time, provided that such work is approved by
their heads of offices. Further, nonteaching personnel shall earn Compensatory Time Off (CTO) for the
complete eight hours of participation in the maintenance effort on the last day of Brigada Eskwela Week, which
is a Saturday.
Teaching personnel is entitled to earn vacation service credits arising from their active involvement in the
Brigada Eskwela activity. Teachers shall earn a one-day service credit for the accumulated eight hours of
participation in the maintenance effort.
G. Roles and Competencies of School Heads
As stipulated in Chapter 1, Section 5, E of RA 9155 the school head is an administrative and an

instructional leader. Because the main function of school is students’ learning, the school head must spend
more time as an instructional leader. As an instructional leader, he/she supervises instruction by observing
teachers while they teach, conducting post-observation conferences with individual teachers, mentoring and
coaching them, ensuring that teachers have the needed resources for teaching. While physical improvement
and fund sourcing — the concerns of administrative leadership - help improve schools, the more important
concern is improvement of instruction as this has a direct bearing on learning. More often than not, however,
school heads spend more time soliciting funds for 4 flagpole, a stage, a classroom, path-walk, waiting shed, etc.
leaving ho time left for instructional supervision.
Competencies for School Heads: The NCBSSH

In the list of competencies expected of school heads, there are competencies for both instructional
leadership and administrative leadership. Let's take a look at the competencies expected of school heads as
contained in the National Competency-Based Standards for School Heads (NCBSSH) issued in DepEd Order
32, s. 2010 on April 16, 2010.
CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality and relevant education
for all all through transformational leadership and high degree of professionalism.
DOMAINS AND COMPETENCY STRANDS
Domains and Competencies for School Heads in Southeast Asia
Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian school heads also
include domains for instructional leadership and administrative leadership. The domain On Instructional
Leadership encompasses 4 competencies:
1) leading Curriculum implementation and improvement;
2) creating a learner centered environment:
3) supervising and evaluating teachers Performance; and
4) delivering planned learning outcomes
Administrative Leadership This includes strategic thinking and innovation (Domain}), stakeholders’
engagement (Domain 4) and managerial leadership (Domain 5). For the enabling competencies for each
domain, refer to the Table above. Personal excellence, another Domain (Domain 3), relates to both instructional
and administrative leadership. Whatever personal improvement school heads have on their personal
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effectiveness by pursuing continuous professional development redounds to improved administrative and

instructional leadership.
School Head and the Community

Like a refrain in a song, the idea that the school and community are partners in the education of the child
has been said repeatedly in this book. Rightly so, to be faithful to the descriptive title of this course, The
Teacher and the Community, School Culture and Organizational Leadership. In the NCBSSH, several strands
and indicators point to this school and community partnership. The strands are as follows: involves internal and
external stakeholders in formulating and achieving school vision, mission, goals and objectives (Domain 1 A)
 Explains the school vision to the general public (Domain 1A)
 Aligns the School Improvement Plan/Annual Improvement Plan with national, regional and local
education policies and thrusts (Domain 1B)
 Communicates effectively SIP/AIP to internal and external stakeholders (Domain 1B)
 Involves stakeholders in meetings and deliberations for decision - making (Domain 1D)
 Provides feedback and updates to stakeholders on the status of progress and completion of programs
and projects.
 Creates and manages a school process to ensure student Progress is conveyed to students and
parents/guardians, regularly (Domain 2 C)
 Recognizes high performing learners and teachers and supportive parents and other stakeholders
(Domain 3 A)
 Prepares financial reports and submits/communicates the same to higher education authorities and
other education partners (Domain 6)
 Maintains harmonious and pleasant personal and official relations with superiors, colleagues,
subordinates, learners, parents and other stakeholders (Domain 7 A)
 Listens to stakeholders' needs and concerns and responds appropriately in consideration of the
political, social, legal and cultural context
In the Southeast Asian Competency Framework, the following competencies strengthen school
and community partnership.
1) promoting shared responsibility for school improvement;
2) managing education alliances and networks and
3) sustaining collaborative relationships with stakeholders.
To supplement your readings on the various domains you may visit this site https://school-
principal.blogspot.com/2011/05/national-competency-based-standards-for.html
H. Creating a Positive School Culture
The Meaning of School Culture

School culture is one of the most complex and important concepts in education (Schein, 1985). It
generally refers to the beliefs, perceptions, relationships, attitudes and written and unwritten rules that shape
and influence every aspect of how a school functions. However, the term also encompasses more concrete
issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces
or degree to which a school embraces racial, ethnic, linguistic and cultural diversity.
According to Spacey school culture consists of the norms and shared experiences that evolve over
school’s history. In fact, Scott and Marzano (2014) state that “school culture is reinforced by norms,
expectations and traditions, including everything from dress codes to discipline systems to celebrations of
achievement. Therefore, it may be described as the character of a school that gives a school qualities beyond
its structures, resources and practices. They are “built through the everyday business of school life. It is the way
business is handled that both forms ‘and reflects the culture.” (Sophier, J. 1985)
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Culture as a Social Construct Culture is a social construct not a genetic construct. This means that
school culture is, therefore, something that we do not inherit or pass on through the genes. Rather, it is
something that we create and shape. It is shaped by everything that all people in school see, hear, feel and
interact with. It is a creation of the school head, teachers, parents, non-teaching staff students and community.
Sea? Slade (2014) elaborates: Within a couple of minutes of walking into a school or a classroom, you can tell,
define almost taste the culture that permeates that space. Is it an open, sharing environment? Or is it a rigid,
discipline - defined playing field? It is safe and welcoming, or intimidating and confronting? Does it welcome all
voices, or does it make you want to shrink? Is it waiting for instruction and leadership or is it self-directed with a
common purpose? –
School Climate and School Culture
How does school climate differ from culture? These terms are frequently used interchangeably but
school climate is more relational; it is illustrated by the attitudes and behaviors of the school staff and is focused
on the style of the school's organizational system. School climate refers to the school's effects on students,
including teaching practices, diversity and the relationships among administrators, teachers, parents and
students. School climate is driven by and reflected in daily interactions of staff, administration, faculty, students
support staff and the outside community.
School culture is a deeper level of reflection of shared values, beliefs, and traditions between staff
members. School culture refers to the way teachers and other staff members work together and the set of
beliefs, values and assumptions they share. School culture is a broader term and so is inclusive of school
climate.
The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to school success. School culture
can be positive or negative or toxic. A positive school culture fosters improvement, collaborative decision
making, professional development and staff and student learning. A negative culture fosters the opposite.
Elements of a Positive Culture

Positive School Climate is characterized by the following:
1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where
responsibility and authority are shared by everyone. You can be yourself. You have not to put
your best forward to impress others. The school head does not throw his/her weight. He/she
does not make his/her authority felt by his/her colleagues.
2. Experimentation — The atmosphere encourages experimentation and so will welcome
mistakes as part of the learning process. No student, no teacher gets punished for a mistake.
Mistakes are not intended. They give a lot of lesson. Referring to his 10,000 failed attempts
then he was experimenting in the light. bulb, Edison said: "I have not failed. I've just found
10,000 ways that won't work.’
3. High expectations - It has been said one’s level of achievement is always lower than one’s
level that aspiration. So set high expectations for high achievement. Two problems arise here,
Robert J. Marzano warns us:
 First, expectations are subtle and difficult to change. Teachers may be unaware that
they have low expectations for some students; even when they become aware, they
may have - difficulty changing their expectations because their beliefs and biases have
developed over the years.
 Second, what actually communicates expectations to students is teacher behavior. If
teachers consciously work to change their biases but don’t change their behavior
toward those students from whom they have tended to expect less, their change of
attitude will have little effect on student achievement.
23
4. Trust and confidence - Students, teachers, school heads and parents relate well and work well
when relationships are solidly built on trust and confidence. In fact, honest and open
communication (# 12 in this list ) is possible only when there is trust and confidence in each
other in the school community. I can share my inner thoughts only when I am confident that I
do not get ostracized when I do.
5. Tangible support - Everyone in the school community gets concrete support for the good that
they do. Support comes in not just in words but in action. School head sees to it that LCDs in
the classrooms are functioning.
6. Reaching out to the knowledge base - Teachers care to grow professionally to update
themselves on content knowledge and pedagogy, the first domain in the Philippine
Professional Standards for Teachers.
7. Appreciation and recognition - Certainly words of appreciation and recognition make classroom
climate highly favorable. A reminder to teachers: “You are not made less when you praise
others. Instead, you become magnanimous. So do not be stingy with your sincere praise. The
problem sometimes is our eyes are so quick to see the negative and so we despise them
immediately but our eyes are blinded to the good and so we overlook them and fail to
appreciate.
8. Caring, celebration, humor - Kids don’t care what you know until they know that you care. They
don't listen to teacher when teacher doesn’t care. It may be good to remind teachers that many
of students, especially those who struggle, don’t receive nearly enough positive feedback in the
classroom or in their personal lives.
 “When kids are taught with a proactive, praise-heavy approach, they tend to do better,”
says Erin Green of Boys Town. But be specific. Generic, overly generalized comments
such as “Good job!” don’t really help. Complimenting a specific behavior (“Thanks for
showing respect to our visiting guest’), on the other hand, reinforces that particular
behavior.
9. Involvement in decision making - Involving others who are concerned with decisions to be
made enhances sense of ownership. They also feel important.
10. Protection of what is important -What schools consider important must form part of their
tradition and so must be protected by all means. In the Activity above, mention was made on
School Canteen Policies that include “no soft drinks, no chocolate etc.” and CLAYGO because
the school considers nutrition and health and cleanliness as important.
11. Traditions - A school must have an intentional culture-based program on shared values,
beliefs, and behaviors. This strengthens sense of community. A truly positive school culture is
not characterized simply by the absence of gangs, violence or discipline. problems but also by
the presence of a set of norms and values that focus school community’s attention on what is
most important and motivate them to work hard toward a common purpose.
12. Honest and open communication - No one gets ostracized for Speaking up his mind. The
atmosphere is such that everyone is encouraged to speak his mind without fear of being
ostracized. The agreement at every discussion is “agree to disagree.
Shared Norms: Teacher and Student Norms

Shared norms for both teachers and students contribute to a positive school culture. Boss and Larmer
(2018) share teacher norm to student norms to contribute to a fair and an engaging learning environment, a
characteristic of a positive school culture. They check on the following norms each week.
I. School Policies and their Functions
Importance of Policies
Schools in partnership with their community have their own picture of what they want to be (vision
24
statement) and so must offer services and must do what they are supposed to do (mission statement) in order
to realize what they envisioned themselves to be. For these to happen, policies must be in place. Observance
of these policies ensure, everyone in the school community to tow the line. If conditions an ideal like when all
members of the school community are perfect-school heads, teachers, students, parents, non-teaching
personnel and other members of the outside community there may be no need for a policy. The truth is
conditions in the school community and in this world are far from ideal and persons that make the school
community are far from perfect and so the need for policies.
One may wonder as to why the Department of Education has issued very stringent policies and
guidelines for PTAs in matters of collecting contributions. Even engaging in any partisan political activity within
school premises is written as one prohibited activity. There must a history to that. Perhaps malversation of
funds and other forms of abuse happened in the past. Schools’ policy on the grading system is important for
everyone concerned to know how grades are computed. Both students and parents know how grades are
derived objectively. Percentage weights for each component are clear. Teachers are guided in their assessment
practices. The grading policy ensures objective assessment practice. Without the grading " policy, grading may
become highly subjective. Similarly, if there are no policies on students’ tardiness and absenteeism, students
may just come in late or absent. The policies on students’ tardiness and absenteeism certainly will curb
tardiness and absenteeism to ensure learning.
Effective Policy Formulation and Implementation in a School community Partnership.

The policies on grading, student tardiness an absenteeism came from above, DepEd Central office. At
times there is need for policies from above. But policies do not need to come from above all the time.
There are times when a school formulates a policy to address a local problem. In fact, this is how it should
be in a school-community partnership. Ideally, a policy must not be formulated by the school head by
himself/herself. The school head must lead in the policy formulation process. The word “lead” implies that an
effective policy formulation process must be participatory. This means that it is best that the rest of the school
and community be involved. Two good heads are better than one. Besides participation of school and
community develops a sense of ownership of such formulated policy which ensures a more effective
implementation. This is school empowerment in action. Aside from involving the school and community in policy
formulation, a school head must ensure wide dissemination and correct and clear understanding of the policy.
LEARNING ACTIVITY 2:
Assignment 2 – Application and Reflection
1. If you were to formulate a policy on food items sold at the Cooperative Store of your school, which would
you do as a school head? Why? D.
2. Read April 11, 2018, DM 066, s. 2018 - 2018 Brigada Eskwela Implementing Guidelines. Individually,
present a policy that you read in the DedEd Memorandum. Explain what the policy states and why this
policy is necessary.
3. Why are policies important in a school?
4. List down at least 2 school policies (one from Central Office and another from the school level). Explain the
purpose behind the policy
5. What is my attitude towards school policies? Do I welcome them?
6. Research on School Policies on attendance, tardiness, uniform, ID special examinations. Know the why
behind the policies.
Assignment 3 – Application “Let’s Apply”
1. By means of a Venn diagram, compare the domains of the NCBSSH and Southeast Asian Competency
Framework for School Heads.
25
2. What competencies for school heads are common to the NCBSSH and the Southeast Asian Competencies
for School Heads?
3. What is/are in the Southeast Asian Competencies for School Heads that is/are not in the NCBSSH?
4. What is/are in the NCBSSH that is/are not in the Southeast Asian Competencies for School Heads?
5. Do the competencies for both frameworks emphasize more on instructional leadership or administrative
leadership? Defend your answer.
Assignment 4 – Check for Understanding “Metaphoric Thinking”
To which do you compare SBM? Write a metaphor.

SBM
is_______________________________________________________________________________________
______
_______________________________________________________________________________________
________________________________________________________________________________________
__________________________
As a future teacher what did you find most meaningful in learning SBM and why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________
Do I welcome SBM or do I see it as an additional work?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________
SUMMARY
Effective teacher leaders share a set of dispositions and attitudes. They are energetic risk takers whose
integrity, high efficacy, and content knowledge give them credibility with their colleagues. Their desire to work
with adults is grounded in their belief that systems-level change will positively impact student learning, and that
their contributions to the profession are important and needed. The natural curiosity of teacher leaders makes
them life-long learners who are open to new experiences and challenges. Juggling many important professional
and personal roles, they effectively prioritize their work to maintain a sense of balance. Teacher leaders often
seek like-minded colleagues with similar positive intentions as allies, however they also value different ideas
and approaches that move the work forward. Difficult challenges require teacher leaders to tap into their deep
sense of courage, and their unwavering perseverance helps them to follow through. When best-laid plans have
unexpected outcomes, teacher leaders are open to constructive criticism. They reflect on their experience, learn
from it, and then with resilience move forward to the next challenge.
REFERENCES
Online Sources:
26
 https://sites.psu.edu/leadership/2016/05/21/trait-approach-to-leadership/#:~:text=The%20trait
%20approach%20to%20leadership%20concentrates%20on%20the,course%20comes%20with%20a
%20fair%20share%20of%20controversy.
 https://www.verywellmind.com/what-is-the-trait-theory-of-leadership-2795322
 https://www.imd.org/imd-reflections/leadership-reflections/situational-leadership/#:~:text=Situational
%20leadership%20is%20a%20relationship-oriented%20type%20of%20leadership.,style%20of
%20leadership%20across%20all%20his%20team%20members.
 https://www.linkedin.com/pulse/seven-competencies-evolutionary-leadership-framework-ovchinnikov
 https://blogs.worldbank.org/education/effective-ways-developing-school-leadership#:~:text=Leadership
%20is%20a%20critical%20aspect%20of%20all%20social,learning%20occurs%2C%20and%20interaction
%20with%20the%20broader%20community.
 https://www.eschoolnews.com/2019/06/25/what-is-good-leadership-in-schools/
 https://sedl.org/change/issues/issues44.html
 https://www.toppr.com/guides/fundamentals-of-economics-and-management-cma/leadership-and-
management/leadership-effectiveness/
 https://harappa.education/harappa-diaries/contingency-theory-of-leadership
 https://www.mindtools.com/pages/article/fiedler.htm
 https://www.businessballs.com/leadership-styles/four-is-of-transformational-leadership/
 https://www.researchgate.net/publication/
274471020_The_evolutionary_psychology_of_leadership_Theory_review_and_roadmap
 https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-
planning-sip-process-and-the-school-report-card-src/#:~:text=The%20School%20Improvement%20Plan
%20%28SIP%29%20is%20a%20roadmap,within%20a%20period%20of%20three%20consecutive
%20school%20years.
 http://www.edu.gov.on.ca/eng/document/reports/sihande.pdf
 https://www.teacherph.com/brigada-eskwela-theme-schedule-of-activities-and-reminders/
 https://school-principal.blogspot.com/2011/05/national-competency-based-standards-for.html
Book
 The School and the Community, School Culture, and Organizational Leadership, G. Pawilen, et.al, Rex
Bookstore, 2019, Manila, Philippines.
 The School and the Community, School Culture, and Organizational Leadership, N. Prieto, et.al, LORIMAR
Publishing, 2019, Quezon City, Philippines.
27

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FM-AA-CIA-15 Rev.

STUDY GUIDE FOR MODULE NO. 5

The Teacher as an Organizational Leader

MODULE LEARNING OBJECTIVES

1. describe leadership and other related concepts;

LEARNING CONTENTS: Defining Leadership

FOUR FACTORS OF LEADERSHIP

B. The Nature of Administrative Work

1. Trait Approach to Leadership

Carlyle's theory of leadership was based on the rationale that:

2. Situations and Leadership

1. It is a more flexible approach to leadership

Situational leadership is a relationship-oriented type of leadership. It bases a leader’s directives

3. Behaviors and Leadership

Types of behavioral leadership

Country club leaders

with the subordinates, which are vital in any organization.

10. Ethics and Values

11. Respect and Trust

14. Handling Success and Failures

5. Contingency Models of Leadership

What Is the Contingency Theory Of Leadership?

Types Of Contingency Theories

Fred Edward Fielder, an Austrian-American psychologist proposed the first

1.Fielder’s Contingency Theory

Fielder’s Contingency Model also suggests two key leadership styles.

 Task-oriented leadership: You prioritize performance, structures, plans and schedules to

2. Hersey-Blanchard Contingency Theory

3. Path-Goal Contingency Model

Two Sides Of Contingency Theory Of Leadership

LEARNING CONTENT: Transformational Leadership

Development of Transformational Leadership:

The Four I's

1. Idealized Influence (II)

2. Intellectual Stimulation (IS)

3. Inspirational Motivation (IM)

4. Individualized Consideration (IC)

Becoming a Transformational Leader

Theory and Research about Transformational Leadership

Criticisms of Transformational Leadership Theory

Implications of Transformational Leadership Theory

Assignment 1 – Application “Let’s Apply”

LEARNING CONTENT: Evolutionary Leadership Theory (ELT)

D. Evolutionary Leadership Theory (ELT)

Seven (7) competencies of Evolutionary Leadership Theory (ELT)

2. Emotions & Generative Language

6. Adaptive Work & Collaboration

7. Evolutionary Visions, Scenarios, and Wisdom

What is Teacher Leadership?

What We Know About the Work Lives of Teacher Leaders

What Do Teacher Leaders Do?

 Building trust and developing rapport

LEARNING CONTENT: Instructional Leadership

What are instructional leadership skills?

Examples of instructional leadership skills

Team building and collaboration

Interaction with parents

1. School-based Management (SBM)

What is school-based management? School based management is a decentralized management