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5 As Lesson Plan
in

Contingency Theory
Good leaders must first become good servants.
-Robert Greenleaf
I. OBJECTIVES
At the end of the lesson, the students should be able to:
Define the meaning of Fielders Contingency Theory.
Compare and contrast two styles of contingency in theory in leadership.
II. ACTIVITY
The class will be divided into three groups tableau (each group should assign a leader)
First Scenario (Task motivated)
Leadership qualities in case of earthquake and tsunami.
Leadership qualities in case of the boat are sinking.
Second Scenario (Relationship Motivated)
Leaders personality in case of a conflict in a meeting.
III. ANALYSIS
Using the Venn diagram, compare and contrast the two styles of Leadership.

IV. ABSTRACTION
How did you come up with the contingency plan?
Ask the members of the group to evaluate the performance of the leader of their group.
Contingency Theory is an organizational theory that claims that there is no best way
to organize a corporation, to lead a company, or to make decision. Instead, the
optimal course of action is contingent (dependent) upon the internal and external
situation.
A contingent leader effectively applies his own style of leadership to the right
situation.
Closely related to the situational approach is what has become known as contingency
theory. The contingency theory of leadership was proposed by the Austrian
Educ 212: Enhancing School Administrators, Educational Leaders Value and Skills

SACRED HEART COLLEGE

LUCENA CITY
psychologist Fred Edward Fiedler in his landmark 1964 article, A Contingency
Model of Leadership Effectiveness.
Contingency Theory
The contingency theory emphasizes the importance of both the leaders personality
and the situation in which the leaders operates.
They outline two styles of leadership:
Task Motivated and
Relationship motivated
Task refers to task accomplishment and Relationship-motivation refers to
interpersonal relationships.
Fiedler measured leadership style with the Least Preferred Co-Worker Scale (LPC
scale.) The leaders scoring high on this scale are relationship motivated and those
scoring low are task motivated. (Northouse, 2007, p. 114).
Central to Contingency theory is a concept of the situation, which is characterized by
three factors:
Leader-member relations, deals with the general atmosphere of the group
and the feelings such as trust, loyalty and confidence that the group has for its
leader.
Task structure, is related to task clarity and the means to task
accomplishment.
The position power, relates the amount of reward-punishment authority the
leader has over the members of the group. (Northouse, 2007, p. 114-115)
These three factors determine the favorableness of various situations in organization.
V. ASSESSMENT
Instruction: Encircle the letter of the correct answer.
1. ________________is an organizational theory that claims that there is no best way to organize a
corporation, to lead a company or to make decisions.
a. Behavioral Theory
b. Situational Theory
c. Contingency Theory
d. Transformational Theory
2. The two styles of contingency theory in leadership are:
I. Task-motivated
II.
Leader-motivated
III.
Member-motivated
IV. Relationship-motivated
a. I & IV
b. II & III
c. I and IV
d. None of the above
3. Contingency theory is characterized by three factors EXCEPT.

Educ 212: Enhancing School Administrators, Educational Leaders Value and Skills

a. Leader-member relation
b. Task Structure
c. Central power
d. The position power

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LUCENA CITY

4. ________________ refers to interpersonal relationship.

a. Task-motivated
b. Leader-motivated
c. Member-motivated
d. Relationship-motivated
5. The leader serves as an ideal role model for followers.
a. Idealized Influence
b. Inspirational Motivation
c. Individualized Motivation
d. Intellectual Simulation
Answer Key:
1. c
2. a
3. c
4. d
5. a
VI. ASSIGNMENT
In one whole sheet of paper choose a leader in community that you idolize, explain in not
less than 100 words.
Rubrics:
Content50%
Organization.40%
Grammar.10%
TOTAL =100%
EDUC 212- GROUP 2
Prepared by:
John Paul Villaflor
Virginia Lava
Cristine Joy Hirang
Arianne Esguerra
Maria Carmela Rachel G. Esclanda
Bernadette Del Prado
Daianna Federico
Mildred A. Samadan
Shara Jane Marbida

Educ 212: Enhancing School Administrators, Educational Leaders Value and Skills

SACRED HEART COLLEGE

LUCENA CITY

5 As Lesson Plan
in

Power and Influence

No man will make a great leader who wants to do it all himself, to get all the credit from
doing it.
-Andrew Carnegie
I. OBJECTIVES:
Define power and Influence of Leadership
Identify the different source of power
II. ACTIVITY:
Make a scenario where you will show how Power needs Positivity and Negativity
Power Needs Positivity
Power Needs Negativity
Role Play
Role Play
Situation: A leader who consciously shows
Situation: A leader who consciously shows
positive attitude.
negative attitude.
The boss calls his employee and gives
him/her a task and after three days he/she
will submit the report. The boss is polite and
shows humane character. He praises the
employee for a job well done and kindly
gives constructive criticism and advice.

The boss calls his employee and gives

him/her a task and after three days he/she
will submit the report. The boss is quite
bossy. His tone of voice is arrogant. The boss
will deduct the employees salary if he/she
will submit the report late.

Question:
Question:
How will the leader influence his
How will you respond to the scenario?
subordinate?
III. ANALYSIS:
What role makes power & influence have on leadership style?
What impact does it have in follower/staff behavior and performance?
IV. ABSTRACTION:
Discuss the Positional Power Source and Personal Power Source.
Power and Influence
Power
May be used positively or negatively.
Educ 212: Enhancing School Administrators, Educational Leaders Value and Skills

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Different sources of power have been identified and can be described based on power
Source.
a. Positional Power
b. Personal Power

Positional Power Source

Legitimate Power
Reward Power
Coercive power
Personal Power
Referent power
Expert Power
Information Power
V. ASSESSMENT
Instruction: Encircle the letter of the correct answer.
1. Source of power is related to the position or status of a person in the organization.
a. Legitimate Power
b. Reward Power
c. Coercive Power
d. Referent Power
2. The example of this power is promotions, pay increases, working on special projects, training
development. What do you call with this power?
a. Referent Power
b. Expert Power
c. Reward Power
d. Coercive Power
3. It is opposite of reward powered. It is the ability to use threats and punishments.
a. Referent Power
b. Coercive Power
c. Expert Power
d. Reward Power
4. Refers to the power that people have who have specialist knowledge, who are experts in their
field.
a. Referent Power
b. Coercive Power
c. Expert Power
d. Reward Power
5. The ability of others to identify with those who have desirable resources or personal traits.
a. Referent Power
b. Coercive Power
c. Expert Power
d. Reward Power
Answer Key:
Educ 212: Enhancing School Administrators, Educational Leaders Value and Skills

1.
2.
3.
4.
5.

a
c
b
c
a

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LUCENA CITY

VI. ASSIGNMENT
Research one (1) local and international leader in different aspects such as:
National Leaders (Male and Female)
International Leader (Male and Female)
Possible students response
Students may come up with Efren Peaflorida and President Corazon Aquino for National
Leader
Students may come up with Napoleon Bonaparte and Marie Curie for International Leader
Note: Students will submit their assignment in a Portfolio with pictures included.
EDUC 212- GROUP 2
Prepared by:
John Paul Villaflor
Virginia Lava
Cristine Joy Hirang
Arianne Esguerra
Maria Carmela Rachel G. Esclanda
Bernadette Del Prado
Daianna Federico
Mildred A. Samadan
Shara Jane Marbida

Educ 212: Enhancing School Administrators, Educational Leaders Value and Skills