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PROF ED 104 SG 5 - Study Guide

The Teacher School and Community (Saint Paul University Philippines)

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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

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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.
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

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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.

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

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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 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.

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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 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

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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

Sound leaders
Sound leadership is considered the most effective type of behavioral leadership.
However, it is typically difficult to practically implement. Sound

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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.

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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 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.

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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.
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.

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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.
• 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.

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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.
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

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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.

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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.

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

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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 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

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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
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

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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

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school-based leadership teams, instructional support teams 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

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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
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

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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
• 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.

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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 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)

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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

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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 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

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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 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

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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.
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 Of f (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

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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 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

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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

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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)
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

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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.
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.

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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 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

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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.
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?

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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 andwhy?

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

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Online Sources:
✓ 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_psyc
hology_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.

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