1.

Compare and contrast SITUATIONAL LEADERSHIP and

TRANSFORMATIONAL LEADERSHIP. In your discussion, cite instances and

evidences on when and how these leadership concepts are being displayed

by your leaders in school.

Situational Leadership Transformational Leadership:

- Leadership refers to a
leadership style that adapts to
-
a leadership approach that aims to
the specific situation and
inspire and motivate followers to
needs of the
go beyond their self-interest for the
followers.
greater good of the organization or
- The leader's behavior can LEADERSHIP society.
range from providing specific
- leaders are charismatic, visionary,
instructions and close
supervision to delegating tasks and encourage followers to
and providing support, depending achieve their full potential. They
on the follower's competence and build strong relationships,
commitment empower their followers, and
stimulate innovation and change.

Situation Leadership and Transformational Leadership are both leadership concepts

that have been widely studied and applied in various settings, including schools. While

they have similarities in that they both involve leaders influencing and guiding their

followers, there are distinct differences between them.

1. Situational Leadership: Situational Leadership refers to a leadership style that

adapts to the specific situation and needs of the followers. This theory, developed

by Hersey and Blanchard, suggests that effective leadership varies depending on

the maturity level of the followers. The leader's behavior can range from

providing specific instructions and close supervision to delegating tasks and

providing support, depending on the follower's competence and commitment.

Example in schools: In a study by Zhang et al. (2018), the researchers explored the

relationship between principals' leadership styles and teachers' job satisfaction in

Chinese schools. They found that principals who exhibited situational leadership
behaviors, such as adapting their leadership style based on the teachers' needs and

developmental levels, had a positive impact on teachers' job satisfaction.

Literature sources:

- Zhang, Y., Li, D., & Zhao, D. (2018). Principal Leadership Styles and Teacher Job

Satisfaction: A Path Analysis. Educational Management Administration & Leadership,

47(3), 432-448.

- Graeff, C. L. (2015). The situational leadership theory: A critical view. Academy of

Management Review, 11(1), 111-121.

2. Transformational Leadership: Transformational Leadership is a leadership

approach that aims to inspire and motivate followers to go beyond their self-interest

for the greater good of the organization or society. Transformational leaders are

charismatic, visionary, and encourage followers to achieve their full potential. They

build strong relationships, empower their followers, and stimulate innovation and

change.

Example in schools: In a study conducted by Theoharis and Coar (2016), they

examined the impact of transformational leadership on teachers' commitment to

inclusive education in high-poverty, urban schools. They found that principals who

demonstrated transformational leadership behaviors, such as setting high

expectations, providing individual support, and fostering collaboration and shared

decision-making, were more successful in promoting inclusive practices among

teachers.

Literature sources:

- Theoharis, G., & Coar, K. (2016). Transformational Leadership in High-Poverty,

Urban Schools. Journal of Educational Administration, 54(4), 382-399.

- Avolio, B. J., & Bass, B. M. (2004). Multifactor Leadership Questionnaire. In J.

Antonakis, A. T. Cianciolo, & R. J. Sternberg (Eds.), The Nature of Leadership (pp.

329–330). SAGE.
2. Provisions of policy and guidelines of the following leadership:

A. Motivating People at Work

B. Human resource Concerns

C. Sources and use of influence and power

D. Effective communication and Negotiation

E. Conflict Management and Crisis Management

A. Motivating People at Work:

1. Clearly define goals and expectations: Provide employees with clear and achievable goals that

align with the organization's objectives. Clearly communicate expectations and ensure employees

understand their roles and responsibilities.

2. Recognition and rewards: Implement a system to acknowledge and reward employees for their

achievements and efforts, increasing motivation and job satisfaction.

3. Opportunities for growth and development: Offer employees opportunities for professional

growth through training, workshops, mentoring, and promotion prospects. This demonstrates that

the organization is invested in their long-term success.

4. Employee engagement and involvement: Foster a positive and inclusive work environment

where employees feel heard, valued, and involved in decision-making processes. Encourage open

communication, feedback, and collaboration.

5. Encourage autonomy and ownership: Empower employees by delegating responsibilities and

allowing them to make decisions within their scope of work. This increases their motivation and

sense of ownership over their tasks.

B. Human Resource Concerns:

1. Recruitment and selection: Develop policies and guidelines for hiring processes that ensure

fairness, equal opportunity, diversity, and inclusion. Implement thorough screening methods to

choose the most qualified candidates.

2. Employee training and development: Establish programs to provide employees with required

skills and knowledge, enabling them to perform their roles effectively. Consider individual

development plans and continuous learning opportunities.

3. Performance management: Implement a performance evaluation system that includes regular

feedback sessions and objective criteria for assessing employee performance. Offer guidance,

support, and opportunities for improvement.

4. Employee benefits and policies: Develop comprehensive benefit packages and policies that

prioritize the well-being and needs of employees. This can include healthcare, work-life balance

initiatives, flexible working arrangements, and policies promoting a safe and inclusive work

environment.

5. Employee relations: Cultivate positive employee relations through open communication

channels, conflict resolution mechanisms, grievance procedures, and a culture of respect and

fairness.

C. Sources and Use of Influence and Power:

1. Lead by example: Demonstrate ethical behavior, integrity, and professionalism to set a positive

example for others to follow.

2. Build relationships and networks: Establish strong relationships with colleagues, superiors,

and subordinates to build a network of influence. This requires active listening, empathy, and

effective communication skills.

3. Develop expertise: Continually enhance knowledge, skills, and competencies in relevant areas

to gain credibility and influence others through expertise.

4. Utilize communication skills: Clearly articulate ideas, persuade others through logical

reasoning, and adapt communication style to different audiences.

5. Collaborate and share power: Foster a collaborative work environment by involving others in

decision-making processes and sharing power and responsibility. Encourage diverse perspectives

and foster a sense of ownership among team members.

D. Effective Communication and Negotiation:

1. Active listening: Pay attention to verbal and non-verbal cues, ask clarifying questions, and

demonstrate empathy to fully understand others' perspectives.

2. Clarity and conciseness: Communicate information in a clear and concise manner, avoiding

jargon or technical language that may confuse others.

3. Nonviolent communication: Encourage open and honest communication, fostering a culture

where individuals feel safe expressing their opinions without fear of judgment or reprisal.

4. Negotiation skills: Develop negotiation skills to facilitate win-win outcomes, understanding

both parties' interests, and finding mutually beneficial solutions.

5. Feedback and empathy: Provide constructive feedback and practice empathy when

communicating, considering others' emotions and perspectives.

E. Conflict Management and Crisis Management:

1. Identify and address conflicts: Implement conflict resolution mechanisms, such as mediation

or facilitated discussions, to address conflicts early on and prevent escalation. 2. Foster a culture

of open communication: Encourage employees to express concerns and disagreements openly,

fostering a climate of trust and respect.

3. Develop crisis response plans: Create comprehensive plans outlining steps to be taken during

various crisis scenarios. Assign roles and responsibilities to ensure a coordinated response.

4. Effective decision-making under pressure: Train leaders to make informed decisions in high-

stress situations, considering the potential consequences and seeking input from relevant

stakeholders.

5. Learning from crises: Conduct post-crisis assessments to identify lessons learned and

implement improvements
 ACTION PLAN IN DEVELOPING EFFECTIVE COMMUNICATION AND NEGOTIATION

STANDARDS ACTIVITIES PERSONEL INVOLVED SOURCE OF TARGET PERIOD TO MEANS OF VERIFICATION (MOV)
BUDGET ACCOMPLISH
Define specific Pre- Implementation (Resource - MOOE Last Friday of the Week 3:30- - Copy of Memo

goals for 1. Creation of Speakers/personel who - Canteen Fund 4:30 - Invitation Letters

improving your TWG have been previously - Donation JANUARY 2024 - Training Needs Analysis
communication 2. Creation of trained and has relevant - Partnership with SLAC - Copy of Training Plans with
and negotiation Committee knowledge on the topics LGU schedules, identified topics
skills. 3. Identification of on DEVELOPING Schedule may vary and resource person.
b. Ensure your Resource EFFECTIVE depending on the strategies
- Approved AAP/SIP/AIP
goals are Persons and COMMUNICATION adopted.

measurable and Facilitators AND NEGOTIATION)

achievable 4. Identification of

within a realistic Training Needs

timeframe. 5. Action in the

c. Align your Roll Out

goals with your

personal and

professional

growth

objectives.

Roll Out (Resource - MOOE Last Friday of the Week 3:30- - Copy of Memo
Implementation
Roll Out of Speakers/personel who - Canteen Fund 4:30 - Invitation Letters
DEVELOPING
have been previously - Donation JANUARY 2024 - Training Needs Analysis
EFFECTIVE
COMMUNICATION trained and has relevant SLAC
AND
Partnership with LGU - Copy of Training Plans with
NEGOTIATION knowledge on the topics schedules, identified topics
topics.
on DEVELOPING Schedule may vary and resource person.
Active Listening:
EFFECTIVE depending on the strategies Approved AAP/SIP/AIP
a. Focus on being
COMMUNICATION adopted.
fully present in
AND NEGOTIATION)
conversations.

b. Practice active

listening by

avoiding
 distractions and

showing genuine

interest.

c. Use verbal and non-

verbal cues to show

that you are engaged

and understanding.

Conflict Resolution:

a. Learn strategies

for resolving

conflicts in a

constructive

manner.

b. Understand

different

perspectives and

find common
 ground.

c. Practice

effective problem-

solving techniques

to reach win-win

solutions.

Emotional
Intelligence:
a. Enhance your

ability to recognize

and regulate

emotions.

b. Empathize with

others' feelings and

understand their

perspectives.

c. Develop self-

awareness to
 better understand

your own emotions

and reactions.

Practice and
Feedback:
a. Actively seek

opportunities to

practice your

communication

and negotiation

skills. b. Request

feedback from

trusted individuals

to identify areas for

improvement.

c. Reflect on your

experiences and

make adjustments
accordingly.
3. As an educational leader, how can we retain our teachers if there are more

attractive options outside that will offer more flexible options such as work

from home set up and online jobs? (Motivation, Power, Influence).

Retaining teachers in a competitive job market can be challenging, but several

strategies can help educational leaders address this issue. Here are some potential

ways, supported by recent literature:

Motivation: Providing opportunities for professional growth and development can

enhance teacher motivation and job satisfaction, making them more likely to stay. In

a study by Nguyen (2018), it was found that teachers who perceived their work as

meaningful and had opportunities for professional development reported higher job

satisfaction and were more likely to stay in their teaching positions.

Literature source:

- Nguyen, H. H. (2018). Understanding Vietnamese teachers' intention to keep

teaching: An investigation of theory of planned behavior. In A. Živković & S. Ivanović

(Eds.), Proceedings International Conference on Social Sciences and Education

Research (ICSER 2017) (pp. 104-110). Atlantis Press.

3. Power and Influence: Empowering teachers by involving them in decision-making

processes and giving them a sense of ownership in shaping school policies can

enhance their commitment to the school and increase job satisfaction. A study by

Perez et al. (2019) found that teachers who perceived themselves as having

more influence at their school were more likely to stay and reported higher levels

of job satisfaction.

Literature source:
- Perez, J., Cano, J., & DiStefano, J. (2019). Teacher Retention of Ethnic-Minority

and Low Socioeconomic Status Teachers: Power Influences from Multiple

Perspectives. Journal of Educational Leadership in Action, 3(1), 13-33.

4. Flexibility: Offering flexible work options, such as part-time or remote teaching,

could be a viable approach to retain teachers who require more flexibility in their

personal lives. In a study by Ingersoll and Klein (2019), they analyzed teacher

retention rates in high-poverty, urban schools and found that flexible work options

were positively associated with teacher retention.

Literature source:

- Ingersoll, R. M., & Klein, M. (2019). Who’s Teaching Our Children? Educational

Leadership, 76(5), 22-29