School NEMSU- Bislig Campus Grade Level

DAILY Teacher Abad, Angelie Learning Area EDUC 6

LESSON Alberio Dianah
PLAN Berdin, Marnie Faye
Forones, Melody
Noete, Mary Joy
Teaching NOV __ 2022 Quarter
Dates and (2:30 PM-4:00 PM)
Time

I. OBJECT
IVES
A. Content The learner demonstrates communicative competence through his/
Standards her understanding of the Teacher as an Organizational Leader and
various model and concept interrelate to leadership.
B. Performan The learner transfers learning by explaining the need to be
ce cooperative and accountable in modern global village, using
Standard applicable strategies to comprehend the given text; using rhetorical
and context clues to apprehend unfamiliar text; applying appropriate
and formal oral language and proper behavior in various information
sharing arrangement.
C. Learning
Competen At the end of the lesson the students are expected to:
cies/
Objectives 1.   Recall what leadership is and its various concepts in an
(Write the organization.
LC Code) 2. Analyze the leadership style through the given scenarios
3. Share the importance of acquiring the skills of being a leader
as a teacher and its various concept in an administrative work

II. CONTEN The Teacher as an Organizational Leader

T

III. LEARNI
NG
RESOUR
CES
A. REFERENC e-book, online website
ES
1. Teacher’s
Guide Page
2. Learners’
Material
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) portal
B. Other Microsoft PowerPoint Presentation, Quizizz, Short video clip, Nearpod
Learning
Resources
IV. PROCED
URES
A. Presenting 1.Checking of attendance
the lesson 2. House Rules

L-isten attentively
E-ngage in the learning process
A-ctively participate
D-o observe silence in the class.
3. Present the lesson
4. Present Objectives:

B. Establishing Activity: "YOU ARE NOT ALLOWED"

a purpose
for the Direction: Three groups will be formed from the class. Each group
lesson will assign a leader and a representative of the group. The
representative member will then have their eyes covered. The rest of
the group will form a line. The member wearing the blindfold will link
up with the other members using a rope, and the leader will act as his
or her guide. However, the leader is not allowed to use his or her
hands. Additionally, none of the members may speak or use their
hands.
C. Presenting Analysis:
examples/in 1. In the activity, what was the hardest part?
stances of 2. What certain action needs to make the activity easy?
the new 3. What is the best attitude that a leader should have?
lesson  

D. Discussing Discuss the following:

new
concepts A. Defining Leadership
Leadership  is  a  critical  aspect  of  all  social  endeavors.  In 
schools,  talented leadership is essential to student achievement.
School leadership impacts all facets of education: teacher motivation,
shaping the conditions and the environment in which teaching and
learning occurs, and interaction with the broader community.
 Leadership  is  a  complex  process  by  which  a  person 
influences  others  to accomplish  a  mission,  task,  or  objectives 
and  directs  the  organization  in  a way  that makes it more cohesive
and coherent. A person carries out this process by applying her
leadership attributes. (belief, values, ethics, characters, knowledge,
and skills) 
Leadership  is  the  ability  of  an  executive  to  direct,  guide, 
and influence  the  behavior  and work of others in order to achieve
specific goals in a given situation. A manager's ability to inspire trust
and zeal in his or her subordinates is known as leadership.
 Leadership is the ability  to  influence  the  behavior  of 
others.  It  is  also  defined  as  the  ability  to  persuade a group  to
work  toward  a  common  goal.  Leaders  must  create  future 
visions  and  inspire organizational members to want to achieve those
visions. Leadership  is  an  influence  relationship  among  leaders 
and  followers  resulting  in outcomes that reflect shared purposes.

HOW LEADERS USE POWER TO ACHIEVE GOALS

Position Power
 Legitimate Power
 Reward Power 
 Coercive Power

Personal Power
 Expert Power
 Referent Power
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 employees9 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  agroup 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.

B. The Nature of Administrative Work   

 Good leadership in schools is the practice of encouraging and
enabling school-wide teaching  expertise  in  order  to  achieve  a 
strong  rate  of  progress  for  all  learners. Understanding the
standard for effective school leadership and how it can lead to long-
lasting change is crucial for teaching staff and future leaders in the
education sector.

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 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.

The trait approach focuses on the leader and not on the

followers or the situation. This approach is concerned with what traits
leaders exhibit and who has these traits. It assumes that it is the
leader and his/her personality that are central to the leadership
process.

The Advantages of the Trait Theory of Leadership

1. Trait Theory helped to move the focus from the Great Man Theory
of Leadership, opening up new possibilities in the leadership studies
field.

2. It brought significant advances in studying human personalities

and characteristics.

3. The theory brings well-needed complexity to leadership, rather than

reducing it two just a few behavioral leadership styles as in the Lewin
leadership studies.

4. It guides leaders on which types of characteristics to improve

further.

The Disadvantages of the Trait Theory of Leadership

1. The trait theory of leadership fails to cover all situations and

circumstances.

2. Various authors suggest different lists of traits, making the theory

less specific

3.;Trait theory does not consider other leadership factors.

4. Trait theory doesn't provide any comparative results.

5. No surveys show how different degrees of the same trait affect the
leader's behavior and performance.

6. In the end, there are no definite tests for the measurement of these
traits.

2.   Situational  Leadership  
Situational Leadership is a style of leadership
where leaders consider the readiness level of the team members they
serve and the uniqueness of every situation. Paul Hersey and Ken
Blanchard developed the Situational Leadership model in 1969 while
working on Management of Organizational Behavior. They bring out
the best in their team by creating a democratic work environment and
promoting adaptability and flexibility.
- means "choosing the right leadership style for the right people,"
according to Blanchard and Hersey. It also depends on the
competence and maturity of the followers. This is a time in
history when leaders look less like bosses and more like
partners.

- The theory was first introduced in 1969 as "life cycle theory of

leadership".

- it is based on the relationship between leaders and followers

and provides a framework to analyze each situation based on
the Performance Readiness Level that a follower exhibits in
performing a specific task, function or objective.
 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 their m highly motivated
team member. 

4 Situational Leadership styles

1. Directing
Style 1 is the directing Situational Leadership style, also
known as guiding or telling. This leadership style is most effective
when the team member requires close supervision by you as the
leader, either because they’re inexperienced or because they have low
commitment to the task at hand
2. Coaching
Style 2 is the coaching Situational Leadership style, also
known as selling or explaining. This Situational Leadership style is
most effective for the enthusiastic beginner, because you can observe
and support them without close supervision.

In this phase the individual has already acquired some skills

but they are not fully developed. In addition to tasks here we also
focus at supporting the individual to improve their skills and deepen
the connection and trust between them and the leader. This is the
basis of creating strong commitment in the future.

3. Supporting
Style 3 is the supporting Situational Leadership style, also
known as participating or facilitating.  Use this leadership style if
your team member has the skills necessary to complete the task at
hand but lacks the confidence or motivation to do it successfully. As
the leader, you can ask open-ended questions to determine the issue
and help find a solution.
4. Delegating
Style 4 is the delegating Situational Leadership style, also
known as empowering or monitoring. When team members are self-
reliant achievers, they may need you to take a back seat in your
leadership role. This style promotes freedom for team members and
fosters trust among teams.  

3. Behaviors and Leadership 

Learning how to behave like a leader who take practice and a

strong sense of self-awareness as you monitor your own actions. 

 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.  
It 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? 

 - Argues that the success of a leader is based on their behavior

rather than their natural attributes.
This theory believes that leaders are made, not born.

TYPES OF BEHAVIORAL LEADERSHIP 

People-oriented leaders- focus on behaviors that allow them to meet
the needs of the people they interact with, including supervisors,
employees and clients. 

Examples: 
 •  Encouraging collaboration
 •  Rewarding success

Task-oriented leaders are primarily focused on setting goals and

achieving objectives.

Examples:
  • Initiating projects
  • Organizing processes

Participative leaders make an effort to include their entire team in

decision-making processes. 

Examples: 
•  Facilitate team meetings
•Ask for constructive feedback

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.

Examples: 
• Setting inflexible deadlines
• Disregarding excuses

4. Leadership Effectiveness  
 It 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 level
5. Contingency Models 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 
leaders  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.  
According to this theory, an individual can be an effective
leader in one circumstance and an ineffective leader in another one.
To maximize your likelihood of being a productive leader, this theory
posits that you should be able to examine each situation and decide if
your leadership style is going to be effective or not. In most cases, this
requires you to be self-aware, objective and adaptable

6.  Fielder’ s Contingency Theory

The theory was developed in the 1960s by Austrian

psychologist, Professor Fred Edward Fielde. He studied leaders’
personalities and characteristics and came to the conclusion that
leadership style, since it is formed through one’s life experiences, is
incredibly difficult, if not impossible, to change.

It states that, for a leader to be effective, their leadership style

must fit the situation. Using this model, you’ll identify your own
leadership style, assess the situation that requires leadership, and
determine whether you’re the right leader.

For this reason, Fiedler believed the right leader must be

chosen for each job based on their skill set and the requirements of
the situation. In order to best match leaders with situations, each
leader must first understand their natural leadership style. Then,
they need to evaluate whether their leadership style is right for the
situation. To put it simply, Fiedler determined that a leaders’ ability to
succeed rests on two factors:
 Natural leadership style
 To help you determine your leadership style,
Fiedler developed the Least Preferred Coworker
(LPC) scale. The scale asks you to describe the
coworker you least prefer to work with. 
 The more positively you rate your least preferred
coworker on a variety of different criteria, the
more relationship-oriented you are. The less
favorably you rate them on the same criteria, the
more task-oriented you are.
Essentially:

 If you’re a high LPC leader, you’re a relationship-

oriented leader.
 If you’re a low LPC leader, you’re a task-oriented
leader.

 Task-oriented  leadership: 
  You prioritize performance, structures, plans and
schedules to get things done. 
  Relationship-oriented leader.
  You foster positive relationships with your team, 
peers  and  coworkers  by encouraging teamwork and
collaboration

 Situational favorableness
Fiedler’s model requires you to assess the situation at
hand. Situational contingency theory, also known as
situational leadership, states that every situation that
 requires leadership is different and requires a specific
type of leader. The favorability of a situation depends on
how much influence and power you have as a leader.

Situational favorableness is determined by three

variables:
 Leader-member relations- are all about trust.
Does your team trust you as a leader? The more
they do, the higher your degree of leader-member
relations and the more favorable the situation is.
 Task structure- refers to the clarity of the tasks
required to complete a project. Higher task
structure results in a more favorable situation.
The more clear-cut and precise tasks are, the
higher the situation’s task structure—whereas the
vaguer they are, the lower the situation’s task
structure.
 Leader Position Power- The more power (and
influence) you have over your team, the greater
control you have over your situation to exercise
successful leadership

E. Discussing Task 1: “ Think! Think!”

new
concepts
and Direction: Each group will be given a different scenario with regards
practicing to leadership. Read and analyze the scenario assigned to you.
new skills Determine what kind of leadership style aligns to situational
#2 leadership pertaining to. After analyzing what type of leadership style,
choose the following leaders that suited for the scenario. There will be
one representative in each group to explain in the class their chosen
leader and the leadership style depicted in the scenario. 

Group 1: A new employee is being hired in the institution. She

is new in the organization and has difficulty in associating with
other subordinates when seeking help. The management has
given her the task that she should do, but she is quite
confused and has a lack of confidence in completing the work
because she might think her work is incorrect or inefficient. 

What should be the appropriate leadership style for this

scenario? 

Who do you think would portray this role as a leader in this

given scenario? Why?
a. Pres. Rordrigo Roa Duterte 
b. Pres. Bongbong Marcus 
c. Vice Pres. Leni Robredo 
d. Vice Pres. Sarah Duterte 

Group 2: The employee in the institution is motivated and

endeavors to carry out their work. They have acquired the
necessary skills and have knowledge on how they would carry
out their work that somehow boost them to be productive with
the given task. However, their skills are in need to develop for
there are tasks that the employee wishes for validation whether
they have done the task well. 
 What should be an appropriate leadership style for this
scenario?

Who do you think would portray this role as a leader in this

given scenario? Why?
A. Pres. Rordrigo Roa Duterte 
B. Pres. Bongbong Marcus 
C. Vice Pres. Leni Robredo 
D. Vice Pres. Sarah Duterte 

Group 3: One of your team's most talented employees abruptly

starts performing poorly on work-related duties. You start to
worry because you are aware that they are capable of far more
than what they are currently displaying. When you realize the
problem is personal, you give the worker a listening ear and
suggest they take a day off for mental health before returning
to work at full strength.

What type of leadership style is depicted for this scenario? 

Who do you think would portray this role as a leader in this

given scenario? Why?
a. Pres. Rordrigo Roa Duterte 
b. Pres. Bongbong Marcus 
c. Vice Pres. Leni Robredo 
d. Vice Pres. Sarah Duterte 

Group 4: A colleague who has been on your team for a while

tells you that they feel capable of finishing a forthcoming
project by themselves. You also know they have the abilities to
finish it from prior experience. Knowing that they will come to
you with any issues or for a final review, you choose to give
them the freedom to work independently.

What type of leadership style is depicted for this scenario? 

Who do you think would portray this role as a leader in this

given scenario? Why?
a. Pres. Rordrigo Roa Duterte 
b. Pres. Bongbong Marcus 
c. Vice Pres. Leni Robredo 
d. Vice Pres. Sarah Duterte 

Rubrics for oral presentation

Content – 15 %
Answer correctness- 10%
Delivery-5%

F. Developmen Task 2: “IDENTIFY IT!”

t Mastery Directions: Identify the nature of administrative work being defined by
(leads to each sentence.
Formative
Assessment 1. It is a style of leadership where leaders consider the readiness
#3 level of the team members they serve and the uniqueness of
every situation.
2. It is  a  management  philosophy  that  evaluates  leaders
according to the actions they display in the workplace.
3. It  suggest  that  no  matter  how  talented  leaders  are, 
they’ll  likely struggle  to  meet  demands  at  some  level.
4. Focuses on identifying different personality traits and
 characteristics that are linked to successful leadership across a
variety of situations.
5. It is  the  key  analyst  of  organizational  success  or  failure
while examining the factors that lead to organizational
success. 

G. Finding Task 3: "DEFEND ME"

practical
applications Direction: Each group will be given specific factors of leadership.
of concepts Then, each will have to defend why their specific factors are more
and skills in important than other factors.
daily living

H. Making Task 4: " SHARE MO LANG TE!"

generalizatio
ns and Direction: Share the importance of acquiring the skills of being a
abstractions leader as a teacher and its various concept in an administrative work
about the
lesson

I. Evaluating Quiz: Read each statement carefully and write the letter of the
Learning correct
answer on your answer sheet.
Read each statement carefully and write the letter of the correct
answer on your answer sheet.
Formative Assessment

1. It is a   critical  aspect  of  all  social  endeavors.

a) Communication
b) Leadership
c) Factors

2. This is where you can find the coaching, delegating, supporting,

and directing.
a) Factors of Leadership
b) Nature of Administrative work
c) Leader as a guide.

3. This is where you foster positive

relationships with your team.
a) Situational Favorableness
b) Task-oriented  leadership
c) Relationship- oriented leadership

4. It is determined by three variables, such as leader and member

relations, task structure, and position power.
a) Situational Favorableness
b) Task-oriented  leadership
c) Relationship- oriented leadership

5. Developed in the 1960s by Austrian psychologist, Professor Fred

Edward Fielde.
a) Contingency Models of Leadership
b) Fielder’ s Contingency Theory
c) Nature of Administrative Work

J. Additional Activity: "SPOKEN POETRY"

activities for
applications Direction: Each group will create a two-stanza piece of spoken poetry
or regarding how important the attitude and factors of leadership are.
remediation
V. REMAR Integrative Cooperative Learning ( ICL ) schedule
KS
VI. REFLEC
TIONS
A. No. of
learners
who earned
80% on the
formative
assessment
B. No. of
learners
who require
additional
activities for
remediation
C. Who
continue to
require
remediation
D. No. of
learners
who
continue to
require
remediation
E. Which of
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
superior can
help me
solve?
G. What
innovation
or localized
materials
dis I
use/discove
r which I
wish to
share with
other
teachers?