UNIVERSITY OF RIZAL SYSTEM

Antipolo Campus
GRADUATE SCHOOL

TOPIC 1: LEADERSHIP IN ACTION: IDEAL VS. REAL

“BUILDING A SCHOOL VISION, STORIES OF EMBODIMENT, LEADING CHANGE AND PHILOSOPHY OF

LEADERSHIP”

Jewel P. De Jesus
Reporter: MAED EM

Learning Objectives:
 To Define What A School Vision Means

 To State The Importance Of A School Vision Statement

 To Discuss The Characteristics Of A Good Vision Statement

 To Identify The Seven Change Leader Principles

 To Know The Different Philosophies Of Leadership

Building a School Vision

 Vision when defined means the ability to think about or plan the future with imagination
or wisdom. Meanwhile, vision when linked to an educational institution means a
statement that provides a vivid picture of the school’s values and objectives.
 “Vision is generally seen as a picture of the future. It is a picture of excellence,
something that the person, team or organization wants to create in its best possible
future.” Stated Journal of Economics, Business and Management ( 2015) P:223)
 Kirke Jayne 2018) Vision The Good book says “Without a vision the people will perish”.

The Importance of the School Vision Statement

 In the literature concerning leadership, vision has a variety of definitions, all of which
include a mental image or picture, a future orientation, and aspects of direction or goal.
Vision provides guidance to an organization by articulating what it wishes to attain. It
serves as "a signpost pointing the way for all who need to understand what the
organization is and where it intends to go" (Nanus, 1992).
What Is a School Vision, and What Is Not?
 The school vision statement essentially outlines where you are heading as a school,
holistically. It is a dream, a hope, an aspiration. It takes the strengths of the school
community and projects that into the full realisation of what you could eventually
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

become. Therefore, it is your hope for the school, which ultimately embodies your hope
for the future of all pupils and the outcomes they will be able to obtain. 
It is important to know that your school vision is:
 It is not your way forward from where you are now: that is your mission.

 It is not the actions you will take: that is your strategy.

Characteristics of a good vision statement

1. Brevity
A good vision statement is succinct, which makes it easy for leaders to communicate and
stakeholders to remember. Vision statements are less effective when they are too short (such as
a onesentence vision statement) or too long (such as a two- or three-page vision statement).
The average vision statement is about 35 words, or two to three sentences. This length seems to
be about right for effectively communicating the vision statement to stakeholders. It is long
enough to clearly describe the vision but not so long as to be difficult to remember.
An example of a vision statement of typical length is the following:
All educators will have the sustained, intensive, classroom-focused, data-driven, jobembedded,
curriculum-based professional learning they require to ensure all educators and students meet
and exceed high standards of performance.
2. Clarity
A vision should unite the organization and provide an aspirational and inspirational goal. The
vision limits use of jargon and buzzwords and uses understandable terminology. Writing concise
sentences is another way of clarifying a vision statement.
3. Inspiration and challenge
An effective vision statement sets a conceptual yet challenging goal. The goal should not be
stated too concretely (e.g. “to increase student achievement”) but rather at a higher level of
aspiration (e.g. “to prepare all students for success in life”). This allows it to be relevant to all
stakeholders, thus permitting it to guide their daily actions and decisions. Inspirational also
provides for flexibility. The following vision statement does a good job at communicating an
inspirational, challenging goal in a manner that is both clear and succinct:
Our vision is to support educators through valuable, carefully designed, and efficient
professional learning on selecting and using high-quality instructional materials, thereby
providing support for effective teaching and an enriched quality of life for all students.
4. Purpose
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

A vision signals why the organization exists and limits overly general statements such as to
“create opportunities for learning” or “to be the best.” An effective vision statement describes
what the organization intends to achieve.
5. Future-focus
Good vision statements are long term, describing the organization’s desired end-state well into
the future. Effective vision statements often describe ongoing actions in which the organization
will engage. The following is an example of a combined future-oriented vision and goal
statement:
Our goal is to achieve 100% high school graduation with more than 75% of the graduates
pursuing postsecondary education. We will be relentless in the pursuit of that goal and will
never vary from the principles of successful education: Excellent teachers; equity for all
students; and readiness for college, careers, and citizenship
6. Desirable goals
A good vision statement inspires followers. It may emphasize fundamental values, a collective
identity, organizational uniqueness, and employees’ worth and efficacy.
Fundamental values. We will nurture the aspirations of all students and address their needs in a
culture of trust, open communications, integrity, and professionalism.
A collective identity. We will strive to be the professional team equipped to provide high-quality
learning for all students, offering quality instruction using evidence-based practices focused on
student success. We will work together within our budget to develop well-prepared students at
each grade level who exceed their own and their parents’ or caregivers’ expectations.
Organizational uniqueness. We will be known for dedicated, caring, and effective teachers who
will shape the future through their students.
Employees’ worth and efficacy. We are determined to become a district whose people take
pride in their accomplishments and their future potential.
Stories of Embodiment
 The University of the Philippines (UP) is the Philippines’ National university.  

 It offers undergraduate and graduate programs. At UP, students can study business,
engineering, law, and the arts.  
 UP has several research centers supporting students doing various research projects. 

 UP's Institutional Vision

 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

The University of the Philippines (UP) as a leading regional and global university in an
environment that sustains 21st-century learning, knowledge creation, and public service for
society and humanity.

 Ateneo de Manila University offers business, law, engineering, and arts programs.  

 It also provides commerce, governance, medicine, and social sciences programs. People
honor ADMU for its strong stress on research and humanistic learning. 
 Vision

In the spirit of being Lux in Domino, Light in the Lord, Ateneo de Manila University will be a
force for good in seeking innovative and sustainable solutions to society’s most pressing
challenges. Rooted in its Filipino, Catholic, and Jesuit values, Ateneo will be a collaborative and
engaged leader in the work of social transformation through education, formation, research,
and social engagement.
 De La Salle University ranks top on the Philippines colleges and universities list for its in-
demand courses. The college offers business, engineering, education, and arts.
Furthermore, DLSU offers computer studies, economics, and sciences programs. 
 Vision

Be a dynamic community of faith-inspired learners engaged in creative endeavors and scientific

scholarship for the service of humanity and society, especially the marginalized.
 The University of Santo Tomas is Asia’s most ancient private University. 

 Students honor the college’s rich history, Christian values, and marketable academic
programs. 
 The college has 63 courses, including arts, business, law, and engineering. 

 Vision

The University of St. Thomas is a comprehensive university, grounded in the liberal arts.
Committed to the unity of all knowledge, we offer programs in the traditional liberal arts,
professional, and skill-based disciplines. Graduates of the University of St. Thomas think
critically, communicate effectively, succeed professionally and lead ethically.
 University of Rizal System

 Vision
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

The University of Rizal System is committed to nurture and produce upright and competent
graduates and empowered community through relevant and sustainable higher professional
and technical instruction, research, extension and production services.
Seven Change Leadership Principles
Michael Fullan 2011 book, Change Leader: Learning To Do What Matters Most
 Effective change leaders engage in the work as learners.

 There is no substitute for rolling up your sleeves and doing the work, shoulder to
shoulder with your team. In the classroom, the ‘sage on the stage’ has been replaced by
a more active and engaging instructional approach. Leadership has experienced a similar
change in landscape. Today, employees respect their supervisors more when the
supervisor engages in the work directly.
 Effective change leaders are both mission oriented and empathic. 

 Effective change leaders demonstrate deep conviction for the course of action the
organization has established. They are determined and vigorously pursue achievement.
Committed to the mission, effective change leaders challenge the status quo. At the
same time, they respect and seek out the ideas of those who may disagree with them.
To them, achieving success is a ‘together endeavor,’ not an individual pursuit.
 Effective change leaders recognize demonstrated effectiveness compels people to
change. 
 Directives do not result in transformation or empowerment. At best, they provide
temporary compliance. Effective change leaders demonstrate the conviction and
patience to invest in a course of action over a long period of time. They know many
within the organization will not truly embrace the change initiative until they see its
effectiveness demonstrated. In the interim, effective change leaders remain steadfastly
committed to the course of action while allowing buy-in to gradually build from within
the team.
 Effective change leaders embody both humility and an irrepressible confidence.

 Confident leaders are comfortable enough in themselves and their ability to be humble.
They do not seek credit or need affirmation for coming up with the “game winning idea.”
Effective change leaders are focused on achieving organizational objectives and their
validation results from team success. They delight in growing the confidence and
abilities of those they lead.
 Effective change leaders utilize data, while valuing wisdom. 
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

 Data is a wonderful tool. And in today’s organizational environment it is omnipresent.

Effective change leaders embrace data and leverage it to strategically inform decision-
making. At the same time, they do not overly rely on it. They apply wisdom to the
analytics — common sense to the spreadsheet. Effective change leaders make decisions
based on the data, while also reflecting on how decisions will impact people. They lead
with open eyes and full hearts.
 Effective change leaders lean into the contrast of simple and complex.

 Decisions will often be both simple and complex. Why is this so? Because leading change
involves leading people — and people are complex. While the objective, action step to
a people-situation may be simple to identify, in execution it could be extraordinarily
complex. Effective change leaders understand this and engage with team members
adeptly.
 Effective change leaders provide vision, set clear priorities, and skillfully execute on
strategic initiatives.
 In doing so, they embrace dualities such as simple and complex, data and wisdom,
competition and collaboration, ambition and empathy. Effective change leaders roll up
their sleeves and work alongside their teams. Perhaps most powerfully, they are able to
provide empathy along the journey of change.
Philosophy of Leadership
 A leadership philosophy is essentially a belief system that guides your decision-making. It
consists of your core principles, perspectives, and values. When you define what they
are, and use them to shape a leadership philosophy statement, your behaviors and
decisions will remain consistent.
 Democratic leadership philosophy

 Democratic leadership depends on the whole team to make decisions. While the leader
may depart from the team's input occasionally, they almost always ask for and consider
the thoughts and opinions of everyone involved.
 Here is an example of a democratic leadership philosophy:

 I believe everyone should participate in the process. I intend to share responsibility with
my team. I will respect my team, listen to their ideas and inspire them when needed. I
will behave with empathy, thoughtfulness and kindness.
 Autocratic leadership philosophy
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

 Autocratic leadership situates all the decision and implementation power on the leader.
The team is there to execute the leader's practices and processes, and the leader does
not consult them during the decision-making process.
 Here is an example of an autocratic leadership philosophy:

 I believe I am best suited to make decisions and lead the team. I intend to inspire and
lead through action. I will provide my team with instruction and action to meet the
needs of the company. I will behave with decisiveness, authority and power.
 Laissez-faire leadership philosophy

 Laissez-faire leadership gives equal power to the team and the leader. In fact, the leader
will often give little guidance to their team and will instead allow them to work how and
when the team feels they need to. Instead, the leader focuses on high-level matters
rather than managing the day-to-day operations of their team.
 Here is an example of a laissez-faire leadership philosophy:

 I believe my team knows what's best. I intend to trust them to make excellent decisions
and meet their own needs. I will give guidance if it's asked for, but otherwise, I will focus
my attention on high-level projects. I will behave with honesty and trust.
 Strategic leadership philosophy

 Strategic leadership divides the leader's focus between high-level operations and team
oversight. Strategic leaders maintain individual responsibility for executive operations,
but they still offer guidance and structure for their team.
 Here is an example of a strategic leadership philosophy:

 I believe everyone on the team has a specific duty. I intend to maximize the work product
of everyone on the team. I will provide guidance while also managing high-level
company needs. I will behave with integrity, honesty and decisiveness.
 Transformational leadership philosophy

 Transformational leadership focuses on constantly evolving and establishing new

benchmarks and goals. Leaders devote their time to establishing goals and pathways to
success for their team. The transformational leader spends their time developing new
practices and processes to improve the overall work product.
 Here is an example of a transformational leadership philosophy:

 I believe constant change is the only pathway forward. I intend to motivate my team
through goal-setting and overcoming challenges. I will provide guidance and inspiration
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

to improve the team's performance constantly. I will behave with charisma, drive and
passion.
 Transactional leadership philosophy

 Transactional leadership depends on a series of incentives to motivate employees to

reach goals. Leaders establish pre-determined prizes or rewards if their team meets a
goal and then gives them the space to complete the project.
 Here is an example of a transactional leadership philosophy:

 I believe my team will respond to incentives. I intend to motivate my team with a set
reward and then let them work on their own. I will offer guidance if the team needs it,
but I trust them to complete the work as they see fit. I will behave with trust and
honesty.
Conclusion
Becoming a leader of an educational institution bears a lot of responsibility and
accountability. As a school leader, you are in charge of everything, from decision makings to
implementations and the never ending finding ways on how to continuously improve the
performances of everyone involved in the learning process of the learners.
Furthermore, as the leader, you are constantly occupied on how to make the school’s
operation goal oriented and mainly focused on the learners’ best interest. It is vital that a leader
possesses the right qualities and embodies the appropriate values to be able to handle
challenges and conflicts as the school grows. At the end of the day, a school leader will only be
an effective one if he knows how to treat his subordinates with utmost respect and
appreciation. Only then, the school will be able to thrive at it’s best and function in the best way
possible.
Referrences:
https://unifyhighschool.org/creating-a-school-vision-statement/
https://www.twinkl.com.ph/blog/looking-to-the-future-developing-a-whole-school-vision-
statement
https://essa.learningforward.org/wp-content/uploads/sites/5/2020/04/ESSA-toolkit-resource-
1-3.pdf
https://sedl.org/change/issues/issues23.html?
fbclid=IwAR29k0LXZ5NcEjEaPGsncrgJTHWv36jsOaJvjkKg1yhr7SOhfOR1xBJvN0o
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

https://www.indeed.com/career-advice/career-development/leadership-philosophy-
examples#:~:text=Here%20is%20an%20example%20of%20a%20strategic%20leadership
%20philosophy%3A,managing%20high%2Dlevel%20company%20needs.
https://louiscarter.com/leadership-philosophy/#:~:text=A%20leadership%20philosophy%20is
%20essentially,and%20decisions%20will%20remain%20consistent.
https://www.newleaders.org/blog/five-insights-for-leading-and-managing-change-in-your-
school
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=57508&section=3
https://medium.com/@j.matthewtrammell/7-steps-to-change-leadership-in-schools-
7763b5a258d4
UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

TOPIC 2: LEADERSHIP IN ACTION: IDEAL VS. REAL

“IMPROVING AND UPDATING LEADERSHIP PRACTICES LEADERSHIP PRACTICES"

Danica Santos
Reporter: MAED EM

 Leadership can play a key role in improving the learning outcomes of learners by setting
strategic direction and goal, influencing teachers’ and facilitators’ behaviors and
motivations, mobilizing resources and support for institutional development, and keeping
teachers/facilitators and learners focused on teaching and learning through monitoring,
support, and guidance, Effective learning is the outcome of effective leadership.

 Education systems should have appropriate policies and programs to develop educational
leaders who embrace /learning at the core of their leadership role, what is referred to as
learning leadership. The hallmark of good leadership in education is to take responsibility
and accept accountability for learning.

 Educational leaders have traditionally focused on management roles such as planning,

budgeting, scheduling, maintenance of facilities, teacher evaluation, etc. Research in
education has shown that a particular type of leadership that makes a difference in learning
is instructional leadership or learning leadership, where leaders are intensely involved in
curricular and instructional issues that have direct bearing on learner achievement.

 Learning leaders are those who prioritize teaching and learning at the top of their priority,
promote the culture of continuous learning, use evidence or data on learner achievement
to make decisions and set priorities. These leaders are consistently focused on the core
technology of education, which is learning, learner support, teaching, teacher support,
curriculum, learning materials, assessment, feedback and improvement.
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

In the case of formal schooling, a study conducted by OECD has identified four major domains
of responsibility as key for school leadership to improve student outcomes:

 Supporting, evaluating, and developing teacher quality

 Goal-setting, assessment, and accountability
 Strategic financial and human resource management
 Collaborating with other schools

Educational leadership is a term often interchangeably used with school leadership. School
leaders are in a position to make an important difference in learners’ outcomes by creating the
right conditions and environment for teachers to improve classroom practices and learners’
learning.

School leadership today must combine traditional school leadership duties such as teacher
evaluation, budgeting, scheduling, and facilities maintenance with strong involvement in
specific aspects that affect teaching and learning.

Research evidence shows that school leaders can only have an impact on learners’ outcomes if
they have enough autonomy and support to make important decisions. Also, it demonstrates
that school leaders positively influence the teaching and learning processes when their major
leadership responsibilities are well-defined and are focused on teaching and learning.

Furthermore, research has shown that leadership which is intensely engaged in curricular and
instructional issues has a direct bearing on learner achievement. Leaders for learning are those
who prioritize teaching and learning, promote a culture of constant learning, and use evidence
or data on learner achievement to make decisions and set priorities.
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

These leaders are continuously and consistently focused on learning involving learner support,
teaching, teacher support, curriculum, learning materials, assessment, feedback, and
improvement. It is suggested that learning leadership should be nurtured at different levels of
the education system, and not only at the level of school and education and training program,
and that the leadership at these different levels should be aligned so as to make a better impact
on learning outcomes.

Why does it matter?

Policymakers need to adapt school leadership policy to new environments by addressing the
major challenges which have arisen over the past decades. There is a growing concern that the
role of school principals designed for the industrial age has not changed enough to deal with
the complex challenges schools are facing in the 21st century.
Countries are seeking to develop new conditions for school leadership better suited to respond
to current and future educational environments. As expectations of what school leaders should
achieve have changed, so must the definition and distribution of tasks, as well as the levels of
training, support and incentives.
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

6 Key Education Leadership Traits

1. Communicate
2. Be Positive
3. Encourage Feedback and Collaboration
4. Trust, Empower, and Believe in Others
5. Solve Problems and Make Decisions
6. Create and Innovate
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

References:

https://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/learning-
leadership#:~:text=Leadership%20can%20play%20a%20key,learners%20focussed%20on
%20teaching%20and

https://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/distinction-between-education-
leadership-and-learning-leadership

https://www.oecd.org/education/school/Improving-school-leadership.pdf

https://audioenhancement.com/6-key-education-leadership-traits/
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

TOPIC 2: LEADERSHIP IN ACTION: IDEAL VS. REAL

“Leadership and its Relationship in Decision Making Process”
Jho-Anneth M. Aparente
Reporter: MAED EM
Objectives:
1. Define Leadership
2. Define Decision Making
3. Relationship between Leadership and Decision Making
4. Implications
5. References

Leadership
 Leadership really does require more subtlety and perceptiveness than is implied in the
saying, “Do as you would be done by.”
 Leadership happens at all levels within organizations and society, not just among those
who work in defined "leadership positions."
 Effective leadership enables followers to succeed. It sets direction, builds a vision, and
adapts as circumstances require. Leadership is about mapping out where you need to go
to "win" as a team or an organization. It's dynamic, exciting and inspiring.

Decision Making
Decision-making can be regarded as a problem-solving activity yielding a solution deemed to be
optimal, or at least satisfactory. It is therefore a process which can be more or less rational or
irrational and can be based on explicit or tacit knowledge and beliefs. Tacit knowledge is often
used to fill the gaps in complex decision-making processes. Usually, both of these types of
knowledge, tacit and explicit, are used together in the decision-making process. – Wikipedia

Characteristics of decision-making
 Objectives must first be established
 Objectives must be classified and placed in order of importance
 Alternative actions must be developed
 The alternatives must be evaluated against all the objectives
 The alternative that is able to achieve all the objectives is the tentative decision
 The tentative decision is evaluated for more possible consequences
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

 The decisive actions are taken, and additional actions are taken to prevent any adverse
consequences from becoming problems and starting both systems (problem analysis and
decision-making) all over again
 There are steps that are generally followed that result in a decision model that can be
used to determine an optimal production plan.
 In a situation featuring conflict, role-playing may be helpful for predicting decisions to be
made by involved parties

Purpose of Leadership Decision making (LDM)

 LDM is an act of accountability and responsibility by its leaders for organisational issues
and challenges. It demands maturity, common sense, knowledge, skill, energy, self-
discipline, sense of direction and motivation.
 The purpose of LDM is always to ensure issues, issues or challenges in terms of
organization, are correct, effective, goal-oriented, legitimate, clear, transparent,
trustworthy, credible and acceptable to everyone engaged in the organization.

Decision-Making Strategies in Education Management

These are the two decision-making strategies that might be utilized by principals including
shared decision making and rational-analytical decision-making strategies.
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

Shared Decision Making

This strategy is essential to perform one of the most significant tasks that are to be
performed by principals. In particular, community engagement and democratic
principles follow shared decision making.
The shared decision making would benefit both teachers’ and parents’ engagement. At
that, the increased quality of decisions, staff satisfaction, and a clear vision of alternative
ways would follow the shared decision strategy.
Rational-Analytical Decision Making
Principals should possess critical thinking and problem-solving techniques. To make
appropriate evidence-based decisions, they are expected to identify goals and desired
outcomes.
The rational-analytical decision making strategy might compose a centerpiece of school
reforms concerning organizational changes. According to Chitpin and Evers (2015), the
utilization of this approach leads to effective solutions. It embraces the most important
issues such as job satisfaction, educational programs, and others.
The rational decision making model assumes decisions are based on an objective,
orderly, structured information gathering and analysis. The model encourages the
decision maker to understand the situation, organize and interpret the information, and
then take action.

Implications
Decision-making is an important leadership skill because it helps the administration. Managers
use leadership abilities to guide their team members and improve the organization. Leadership
may require managers to make decisions that impact employees. To make effective decisions as
a leader, it may be helpful to understand how decision-making skills can help you make tough
choices. Effective decisions can save time and propel work projects forward, increasing
employee productivity.
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

References

https://courses.lumenlearning.com/
https:/www.iipa.org.in/cms/public
https:/www.betterup.com/blog/
https:/hbr.org/2004/01/understanding-leadership
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

TOPIC 4 : LEADERSHIP IN ACTION: IDEAL VS. REAL

“CONFLICT AND CHANGE; DAILY CHALLENGES FOR SCHOOL LEADERS”

Kylie C. Masagca
Reporter: MAED EM

OBJECTIVES:
1. define what is conflict
2. define what is change
3. identify what are the challenges of a leader
4. determine how to overcome the challenges as a leader

WHAT IS CONFLICT?
dispute, disagreement, discord, strife
meaning
to be different, opposed, or contradictory: to fail to be in agreement or accord
a mental struggle or opposing needs, drives, wishes, or external or internal demads

WHAT IS CHANGE?
to alter, modify, redo, revamp, recast
meaning
to undergo transformation, transition, or substition

WHAT IS A LEADER?
A LEADER IS SOMEONE WHO:
LEADS PEOPLE
INFLUENCE PEOPLE
COMMANDING PEOPLE
GUIDING PEOPLE

SYMPTOMS AND STAGES OF CONFLICTS

DISCOMFORT – easiest form of conflict. Individual feels vaguely that something is wrong and appears
sporadically emotions and thoughts about it.
INCIDENT – unexpected conflicts but devastating. Short exchange of acute words, gesture and actions
MISUNDERSTANDING – discrepancy between meaning transmitted and meaning received. (unclear
communication)
CRISIS – Obvious manifestation of conflict, verbal or physical occurs. Behavior is beyond its reasonable
control

TYPES OF CONFLICT (IN SCHOOL)

TEACHERS – STUDENT’S CONFLICTS
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

TEACHER – TEACHER’S CONFLICT

TEACHER – ADMINISTRATOR’S CONFLICTS

TYPES OF CONFLICT
1. INTRAPERSONAL (conflict within a group or team)
2. INTERPERSONAL (conflict between individuals due to difference in their goals or values)
3. ORGANIZATIONAL (conflict that arises across organizations, inconsistencies, overlapping authority, task
interdependencies)

SOURCES OF CONFLICTS
1. ALLOCATION / AVAILABILITY OF RESOURCES
3. PERSONALITY DIFFERENCES
4. DIFFERENCE IN VALUES
5.INTERNAL/EXTERNAL PRESSURES
6. CULTURAL DIFFERENCE
7. COMPETITION
8. DIFFERENCE IN GOALS
9. ISSUES OF PERSONAL / PROFESSIONAL CONTROL

CONFLICT RESOLUTION
1. RECOGNIZING FEAR AS FACTOR OF BOTH SIDES
2. RESPECT
3. CREATIVE SOLUTIONS
4. RECOGNITION OF INJUSTICE ON BOTH SIDES
5. WILLINGNESS TO FORGIVE AND TO BE FORGIVEN
6. NO BELLIGERENCE
7. USING TECHNIQUES OF EMOTIONAL INTELLIGENCE
8. UNDESRTANDING VALUES SOUL PROFILE
9. NEVER PROVING THE OTHER WRONG OR MAKE THEM LOSE FACE
10. IDEOLOGY & RELIGION SHOULD NOT BE PART OF THE DISCUSSION

TIPS FOR EFFECTIVE WORKPLACE COMMUNICATION

1. PRACTICE ACTIVE LISTENING

- an important aspect of good communication. ensures employees feel understood and heard at work.
good listening skills support the sharing of information in an effective way and will boost overall
communication in workplace.

2. PROVIDE POSITIVE FEEDBACK

- understand the importance of constructive criticism. positive feedbacks gives managers the
opportunity to point out ways in which employees do their work well and increases the likelihood that
employees will vocalize any issues as they arise

3. HAVE FACE TO FACE MEETING

 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

it’s easy to send an email to convey message, but doing so doesn’t ensure that the recipient fully
understands what is being relayed. face-to-face meetings provide an opportunity for clarification and
encourage employees to communicate with others in more effective way.

10 BENEFITS OF EFFECTIVE WORKPLACE COMMUNICATION

1. MITIGATED CONFLICT
2. INCREASED EMPLOYEE ENGAGEMENT
3. IMPROVED PRODUCTIVITY
4. IMPROVED CLIENT RELATIONS
5. HEALTHY WORKPLACE CULTURE
6. IMPROVED DIRECTION FOR EMPLOYEE
7. BOOSTED EMPLOYEE JOB SATISFACTION
8.INCREASED INNOVATION
9. STRENGTHENED TEAM BUILDING
10. IMPROVED PUBLIC IMPRESSION

CONCLUSION
A leader is an important figure that is expected to be a role model in every organization. It is important
for the school leader to understand how to manage his/ her workplace as well as engage with the
employees. Conflict is inevitable in every workplace. It can happen anytime. A good leader must learn to
communicate properly to create a harmonious relationship with everybody. Understanding how to deal
with the different conflict in an organization result to a good change in management. If the employees
feel understood, heard, and respected we will have a progressive and positive workplace. A place with
healthy culture, innovative employee that works collaboratively. All these will result to effective
management and successful administration.

QUOTATION
“PEACE IS NOT ABSENCE OF CONFLICT; IT IS THE ABILITY TO HANDLE CONFLICT BY PEACEFUL MEANS.”

REFERENCES:
https://www.slideshare.net/licagail/school-conflict-61898162
https://www.slideshare.net/AseemBadarudeen/leadership-and-conflict-ppt 
https://www.ambition.org.uk/blog/persistent-problems-school-leadership/
https://in.pinterest.com/pin/573083121302900967/
https://www.ccl.org/articles/leading-effectively-articles/top-6-leadership-challenges/’
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

TOPIC 5: LEADERSHIP IN ACTION: IDEAL VS. REAL

“FROM THEORY TO PRACTICE IN EDUCATIONAL LEADERSHIP”

REPORTERS:
KYLIE C. MASAGCA
JO ANNETH APARENTE
DANICA SANTOS
JEWEL DE JESUS

OBJECTIVES
1. DEFINE WHAT IS EDUCATIONAL LEADERSHIP
2. IDENTIFY WHAT IS LEADERSHIP THEORY
3. UNDERSTAND THE MAJOR LEADERSHIP THEORIES

WHAT IS LEADERSHIP THEORY

Leadership theories are the explanations of how and why certain people become leaders. They focus on
the traits and behaviors that people can adopt to increase their leadership capabilities. 

TOP TRAITS THAT A LEADER SAY ARE VITAL TO A GOOD LEADERSHIP

1. STRONG ETHICS AND HIGH MORAL STANDARDS
2. GREAT SELF-ORGANIZATIONAL SKILLS
3. EFFICIENT LEARNER
4. NURTURES GROWTH IN EMPLOYEES
5. FOSTER CONNECTION AND BELONGINGS

1. STRONG ETHICS AND HIGH MORAL STANDARDS

a person who demonstrates ethical behavior demonstrates a strong moral code and a consistent
set of values. ethics can be rooted in belief or the pursuit of making the world better. those who
exemplify ethical behavior do the right thing regardless of whether they get credit for it. this
sort of behavior is not limited to the workplace; it can be present in every facet of life.

2. GREAT SELF-ORGANIZATIONAL SKILLS

the ability to manage time effectively, prioritize tasks, set goals, and develop systems for
achieving those goals. a person with good organizational skills juggles multiple responsibility
simultaneously, stay focused on deadlines, and handle complex project efficiently.

3. EFFICIENT LEARNER
efficiency is the ability to produce an intended result in the way that results in the least waste of time,
effort, and resources. effectiveness is the ability to produce a better result, one that delivers more value
or achieves a better outcome – “a leaders must be efficient and effective”
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

4. NURTURES GROWTH IN EMPLOYEES

- nurturing approach has a key focus on the school, environment and emphasizes the balance between
care and challenge which incorporates attunement, warmth and connections alongside structure, high
expectations and focus on achievement and attainment.

5. FOSTER CONNECTION AND BELONGINGS

- the sense of connection and belonging that your team members feel with you, each other , and your
organization. when members feel they belong, they are more likely to beloyal, committed, and
motivated in a team.

MAJOR LEADERSHIP THEORIES

1. BEHAVIORAL THEORY
2. CONTINGENCY THEORY
3. GREAT MAN THEORY
4. MANAGEMENT THEORY
5. PARTICIPATIVE THEORY
6. POWER THEORY
7. RELATIONSHIP THEORY

BEHAVIORAL THEORY
The behavioral leadership theory focuses on how leaders behave and assumes that these traits can be
copied by other leaders. Sometimes called the style theory, it suggests that leaders aren’t born
successful, but can be created based on learnable behavior. Behavioral theories of leadership focus
heavily on the actions of a leader—this theory suggests that the best predictor of leadership success is
viewing how a leader acts. Action rather than qualities are the focal points of behavioral learning theory. 

CONTINGENCY THEORY
The contingency leadership theory, sometimes called situational theory, focuses on the context of a
leader. These theories look at the situational effects of the success or failure or a leader. A leader’s
effectiveness is directly determined by the situational context. While a leader’s personality is a small
factor in their success, the most important factor is the context and situation of the leader. This theory
takes the specific leadership styles and suggests that good leaders can adjust their leadership style
situationally

GREAT MAN THEORY

The great man theory of leadership, sometimes called the trait theory, suggests that good leaders are
born. They have innate traits and skills that make them great, and these are things that can’t be taught
or learned. The trait theory suggests that leaders deserve to be in their position because of their special
traits. 

MANAGEMENT THEORY
The management theory is sometimes called transactional leadership, and focuses on supervision,
organization, and group performance. Transactional leadership is a system of rewards and punishments,
and transactional leadership is regularly used in business. When employees do something successful,
managers reward them. When they fail, they may get punished. Transactional rewards and punishments
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

are given based on the idea that people really only do things for the reward. Their psychology doesn't
allow human beings to do things out of goodness, but rather out of the promise of a reward.

PARTICIPATIVE THEORY
Participative leadership isn’t as common in the corporate world. Sometimes called democratic
leadership, this leadership theory suggests that employees be directly involved in decision making in
their organization. The leader simply facilitates a conversation and then takes all the suggestions and
comes up with the best possible action. In this theory, everyone is very involved with decisions for the
team and organization, with the leader simply helping direct the charge.

POWER THEORY
his theory looks at the way a leader utilizes their power and influence to get things accomplished. French
and Raven's Five Forms of Power is a commonly known power theory of leadership. It looks at positional
power and personal power and how they impact leaders choices and outcomes. 

RELATIONSHIP THEORY
The relationship theory of leadership focuses on leaders who are mainly concerned about their
interactions with others. They are often mentors for employees, scheduling time to talk to them and
working to meet their needs. These kinds of leaders are focused on making work enjoyable for as many
people as possible, and they want to foster a positive work environment. Studies show that this kind of
leadership behavior can be the most effective for many employees. Relationship-oriented managers
often get better results from their employees.

CONCLUSION
A good leader must possess different set of skills. These skills can be learned or innate to a person. As a
leader we must learn to be open minded at work and people, value connections, have a high work
ethics and standards, and be an effective and efficient leader.
It is essential for a leader to understand oneself to determine what style of leader he/she wants in an
organization. Like the saying goes “ With great power comes great responsibility”. To be a leader we
must first learn to be a good follower. To be a leaders means learning to put other first and always think
what is best for the organization.

QUOTATION
“ The challenge of leadership is to be strong, but not rude: be kind, but not weak; be bold, but no bully;
be thoughtful, but not lazy; be humble, but not timid; be proud, but not arrogant; have humor, but
without folly.”

“A leader is one who knows the way, goes the way, and shows the way.”

REFERENCES
https://www.wgu.edu/blog/leadership-theories-styles2004.html#close
https://www.businessnewsdaily.com/9424-business-ethical-behavior.html
https://www.jobscan.co/blog/organizational-skills/
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

https://www.betterup.com/blog/efficiency-vs-effectiveness
https://skillhire.com.au/blog/10-ways-to-become-a-more-effective-learner/
https://education.gov.scot/media/2cbbaekj/inc55applyingnurturingapproaches120617.pdf
https://hello.cultureamp.com/hubfs/1703-Belonging/Culture-Amp_6-ways-to-foster-belonging.pdf