ORGANIZATIONAL

LEADERSHIP
CHAPTER 8
Learning Outcomes:
AT THE END OF THIS CHAPTER, YOU SHOULD BE ABLE TO:
• Explain what organizational leadership is
• Distinguish between leadership and management
• Describe different organizational leadership styles
• Explain what situational leadership, servant leadership are; and
• Discuss how to sustain change in an organization
Introduction
• Expected of professional teachers who care for and embark on continuing
professional development is a promotion along the way. With this in
mind, this course wont be complete without a discussion of an effective
leader and manager for which you will be in the future. But should you
refuse offer for a managerial or leadership position in school or in the
bigger educational organization because of the love for teaching and
learners, this lesson on organizational leadership wont be laid to waste
because even as teacher you are ready and a manager. You are a teacher and
class or classroom manager.
Organizational Leadership
• In organizational leadership, leaders help set strategic goals for
organization while motivating individuals within the organization
to successfully carry out assignments in order to realize those
goals/targets for the school and motivates teacher, parents,
learners, non-teaching personnel and other members of the
community to do their task to realize the school goals.
• Organizational leadership works what is best for individual
members and what is best for the organization as a group at the
same time. Organizational leadership does not sacrifice the
individual members for the sake of people nor sacrifice the welfare
of the group for the sake of individual members. Both individual
and group are necessary.
• Organizational leadership is also an attitude and a work ethic that
empowers an individual in any role to lead from the top, middle,
or bottom of an organization. Applied to the school setting, the
school leader helps anyone from the organization not necessary
from the top to lead others. An example of this leadership which
does not necessarily come from the top of the organization is
teacher leadership
Leadership Versus Management
• Are leadership and management synonymous? Is a leader a manager or
is a manager a leader? If I am a good leader, does it follow that I am also
a good manager? Or if I am a good manager, am I the same time a good
leader? Not necessarily.
 School Head Must be Both a Leader and a Manager
• A school head leads the school and community to formulate the vision,
mission, goals, and school improvement plan. This is a leadership
function. S/he sees to it that this plan gets well implemented on time and
so ensures that the resources need are there, the persons to do the job are
qualified and available. This is a management function. Imagine if the
school head is only a leader. You have the vision, mission, goals only in
paper. If you do the task of manager only, you will be focusing on the
details of the day-to-day implementation without the big picture, the
vision and mission. So it big picture for connect and meaning. This
means that it is best that a school leader is both a leader and a manager.
 MANAGERS versus LEADERS
Managers Leaders
Administer Innovate
Their process is transactional; meet Their process is transformational; develop a
objectives and delegate tasks. vison and find a way forward.
Work Focused People Focused
The into get things done. They are skilled at The goals include both people and results.
allocating work. They care about you and want you to
succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create circles of influence and lead
authority. lead by inspiring.
Do Things Right Do the Right Thing
Managers enact the existing culture and Leaders shape the culture and drive
maintain status quo. integrity.
Types of Skills Demanded of Leaders
Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual.
Technical skills refers to any type of process technique like sending e-mail,
preparing a power point presentation.
Human skill is the ability to work effectively with people and to build
teamwork. This also referred to as people skills or soft skills.
Conceptual skill is the ability to think in terms of models, framework and
broad relationships such as long range plans.
Leadership Styles

AUTOCRATIC CONSULTATIVE DEMOCRATIC LAISSEZ FAIRE

Autocratic leaders do decision making by themselves.

Consultative leaders allow participation of the members of the
organization by consulting them but make the decision themselves.
Sometimes education stakeholders get disappointed that their suggestions
are not carried after school leaders have consulted them. They do not
understand that consultation does not necessarily mean approval of
stakeholders suggestions.
Democratic Leaders allow members of the organization to fully
participate in decision making. Decisions are arrived at by way of
consensus. This is genuine participation of the members of organization
which is in keeping with school empowerment.
Laissez Faire or free-rein leadership style, leaders avoid responsibility
and leave the members of the organization to their own work. This
leadership style leads to the kanya-kanya mentality, one weaknesses of
the Filipino character. There will be no problem if the situation is deal
each member of the organization has reach they will do only what is
good for the organization. On the other hand, it will be chaos if each
member will do he/she please even if it is common good.
Which leadership styles are participative? The consultative and democratic
leadership style are the only ones that allow for participation of the members of the
organization. Between the consultative and democratic styles of leadership, the
democratic style is genuinely participative because it abides by the rule of the
majority.
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THE SITUATIONAL LEADERSHIP MODEL

In situational leadership, effective leaders adapt their leadership style to the situation
of the members of the organization to the readiness and willingness of group
members. Paul Hersey and Kenneth H. Blanchard (1996) characterized leadership
style in terms of the amount of task behavior and relationship behavior that the
leader provides to their followers. They categorized all leadership styles into four
behavior styles, which they named S1-S4.
 Behavior Styles in Situational Leadership
S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating/Supporting Delegating

Individuals lack the Individuals are more Individuals are Individuals are
specific skills able to do the task; experienced and able experienced at the task,
required for the job in however, they are to do the task but lack and comfortable with
hand and they are demotivated for this the confidence or the their own ability to do
willing to work at the job or task. Unwilling willingness to take on it well. They are able
task. They are novice to do the task. responsibility. and willing to not only
but enthusiastic. do the task, but to take
responsibility for the
task.

Among these leadership styles, no one style is considered best for all leaders to use
all the time. Effective leaders need to be flexible, and must adapt themselves
according to the situation, the readiness and willingness of the members of the
organization.
 Servant Leadership
Robert K. Greenleaf (1977) coined the paradoxical term servant-leadership. How
can one a leader when he/she is servant? That’s the common thinking. But the
paradox is Greenleafs deliberate and meaningful way of emphasizing the
qualities of a servant leader. He describes the servant first. It begins with the
natural feeling that one wants to serve. Then conscious choice brings one to
aspire to lead. ---
The first desire of the servant leader is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ, was a servant – leader. He taught his disciples
“he who wants to great must be the servant of all”. The life of the Greatest Teacher
was a life of total service to all
 We often hear the term “public servants” to refer to appointed and
elected officials of the government to emphasize the fact that they indeed
are servants of the people. Their first duty is to serve and serving, they
lead. They don’t think of their power as leaders first. If they do, they tend
to become more conscious of their constituents and tend to become more
conscious of their importance felt over their conscious of their power over
their constituents and tend to impose that power or make their
importance felt over their constituents and forget that if ever they are
given power it is to serve their people. Someone said “power corrupts”.
And I need it does, when leaders think first of their power and forget the
very reason why such power was given, to serve. The greatest teacher
said;
The greatest teacher said;
“.. And whoever wants to be first among you must be your slave.”
(Matthew 20:27)
“The greatest among you shall be your servant.” (Matthew 23:11)
“If anyone wants to be first, he must be the last of all and the servant of
all” (Mark 9:35)
“You know how the pagan rulers make their powers felt. But it shall not
be this way among you. Instead, whoever wants to become great among
you must be your servant.” (Mark 10:43)
His whole life was a life of service. In fact, he wanted to impress this idea of
servant leadership by doing something dramatic in his last day on earth.
He washed the feet of his apostles. Washing the feet was the work of a
servant in his time.---
• The school head who acts as a servant leader forever remembers
that he/she is there to serve his/her teachers, the students, the parents
etc, and NOT the teachers, learners parents to serve him/her.
Transformational Leadership
Robert Kennedy once said: “Some men see things as they are, and ask why. I
dream of things that never were, and ask why not.” Those who dream of things
that never and ask “why not” are not transformational leaders. The
transformational leader is not content with status quo and sees the need to
transform the way the organization thinks, relates and does things. The
transformational school leaders sees school culture as it could be and should be,
not as it is and so plays his/her role as visionary, engager, learner, Collaborator,
and instructional leader. As a transformational leader he/she makes positive
changes in the organization by collaboratively developing new vision for the
organization and mobilizing members to work towards that vision.
To do this the transformational leader combines charisma, inspirational
leadership and intellectual stimulation to introduce innovation for the
transformation of the organization.
SUSTAINING CHANGE

For reforms to transform, the innovations introduced by the

transformational leader must be institutional and sustained. Or else that
innovation is simple a passing fad that loses its flavor after a time. A proof
that an innovation has transformed the organization is that the result or
effect that change persists or ripples even when the transformative leader is
gone or is transferred to another school or gets promoted in the
organization.
• We feel most comfortable with our old pair or shoes. We like to live in our
comfort zones and so sometimes we don’t welcome change. And yet if we
want improvement in the way we do things in our organization, in our
school or if we want to improve in life we must be willing to change. The
Transformational leader ought to deal with resistance to change to
succeed. There will always be resisters to change. To ensure that the
innovation he/she introduces leads to the transformational of the
organization, Morato of Bayan ABS-CBN,(2011) gives the following
advice.
1. Seek the support of the stakeholders – The leaders must build a “strong coalition of
allies in order to push for any meaningful change that would yield results. Innovations
cannot be forced upon the teachers, the students, the teacher, the community without
serious consequences.”
2. Get people involved early and often – Resistance drops off in proportion to be
involvement of participants. You may not to expect 100% support from any individual
who was not personally involved in a change that affected his/her work. It is best to set up
networks to reach out to as many people as possible.
3. Plan a communication campaign to “sell” the innovation - Morato (2011) asserts: “The
change envisioned must cascade downwards to the last lesson plan and ripple sidewards
to win the support of major stakeholders.”
4. Ensure that the innovation is understand by all – The benefits and costs must be
appreciated and weighed carefully.
5. Consider timing and phasing – These are highly critical; missteps might backfire and
lack of sensitivity to stakeholders might lead to resistance.
THANK YOU!!