The-teacher-and-the-community-school-culture-and-organizational-leadership-NUEVA ECIJA

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Prof Ed-10 HE TEACHER AND THE COMMUNITY, SCHOOL

CULTURE AND ORGANIZATIONAL LEADERSHIP
Bachelor of Elementary Education (Nueva Ecija University of Science and Technology)
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NUEVA ECIJA UNIVERSITY OF SCIENCE AND

TECHNOLOGY
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THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
Table of Contents
Title Page
Table of Contents
UNIT I. The Nature and Scope of Philosophy of Education 3
Scope and Philosophy of Education 4
Importance of Philosophy of Education 5
Relationship Between Philosophy of Teaching and Teaching Style 8
Activity 1 11
UNIT II. The School as a Social Institution 13
The Role of School as a Socializing Agent 14

Types of School Community Relationship 16
The Role of the Teacher in School-Community Relations 18
Activity 2 20
UNIT III. Creating a Positive Classroom Culture 21
How Important Is School Culture? 21

Components of Positive School Culture 22
Eleven Ways to Build a Positive School Culture 23
Negative School Culture 26
Suggested Ways to Improve School Culture 28
Common Debate Concerning School Culture 29
Activity 3 30
UNIT IV. Concept of Leadership 31
What are the Key Elements of Leadership? 31

The Seven Primary Leadership Styles 33
Key Leadership Theories 36
Skills of Educational Leaders 38
Principal Task of a Leader 40
10 Traits of Successful School Leaders 42
Styles of Educational Leadership 45
Styles of Managerial Leadership 47
4 Functions or Steps of Management Process 49
The Role of Leadership in Institution Building 51
Activity 4 54
References 55

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UNIT I. The Nature and Scope of Philosophy of Education
Education gives us an awareness of the world around us, and makes things better. This
provides the viewpoint of looking at life inside us. It allows us to develop opinions and to have
views on life's matters. While philosophy is the study of general and fundamental questions
concerning life, knowledge , values, meaning, mind, and language. These issues are also raised
as concerns that need to be researched or answered.
You will find an response in this unit to the question "What is the purpose of
Education?”. Would it only train the students to get a job or give them the skills they needed to
survive? This unit will assist you in developing your own philosophy as a future educator.
Let’s read the following objectives that is expected of you.
Learning Objectives
At the end of the unit, I am able to:
1. Discuss the meaning of philosophy of education;

2. Explain the unlimited scope of philosophy of education;
3. Enumerate the various functions of philosophy of education;
4. Differentiate the two teacher centered philosophes;
5. Discuss the student-centered philosophies; and
6. Describe the relationship between philosophy of teaching and teaching styles.
Activating Your Prior Knowledge
Name _____________________________________________________ Date _____________________________

Year/Section ____________________________________________
Direction: : Choose the letter of the correct answer and write it on the line provided for
each number.
______1. Naomi are self-paced, self-directed and require a lot of individual interaction with the
teacher, this is typical of a ______school.
a) Existentialist c) Perennialist
b) Social Reconstructionist d) Essentialist
______2. Which is a teacher-centered philosophy?
a) Existentialism c) Progressivism
b) Social Reconstructionism d) Essentialism
______3. This philosophy places the highest priority at leading students to their own learning.
Learning is self-paced, and requires a lot of individual teacher interaction.
a) Essentialism c) Progressivism
b) Existentialism d) Social Reconstructionism
______4. Which philosophy is based on real-world experiences and John Dewey's work?
a) Perennialism c) Social Reconstructionism
b) Progressivism d) Existentialism
______5. Which philosophy is a student-centered philosophy?
a) Essentialism c) Educationalism
b) Perennialism d) Existentialism
______6. In teacher centered philosophy the teachers role is to __________.
a) keep the students happy
b) focus on students’ individual needs, contemporary relevance, and prepare students for
a changing time

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c) assert their dominance in the teacher- student relationship and teach whatever
interest them
d) instill respect for authority, perseverance, duty, consideration, and practicality.
______7. It emphasizes the importance of transferring knowledge, information, and skills from
the older (wiser) generation to the younger one.
a) Teacher-centered philosophy
b) Student-centered philosophy
______8. Uses lessons that both intellectually and emotionally stir students about the inequities
that surround them.
a) Social Reconstructionist c) Perennialist
b) Essentialist d) Progressivist
______9. Helps children find meaning and direction in their lives
a) Social Reconstructionism c) Progressivism
b) Perennialism d) Existentialism
______10. Teachers role would be as facilitator: assisting students to focus their
questions, develop strategy, help organize visit while collecting data on social problems.
a) Progressivism c) Social Reconstructionism
b) Essentialism d) Existentialism
Lesson Proper
Philosophy is the study of general and fundamental problems, such as those related to
truth, nature, awareness, beliefs, meaning, mind and language. Pythagoras possibly invented
the Ancient Greek (philosophia) which simply means "love of wisdom" or "friend of wisdom.
Philosophy was broken up into several sub-fields. It has been chronologically divided (e.g.,
ancient and modern); by subject (the key topics being epistemology, logic, metaphysics, ethics,
and aesthetics); and by style (e.g., analytical philosophy)
There's a collection of similar values behind every school and every teacher — a
philosophy of education — that determines what and how students are taught. An educational
philosophy provides answers to questions about the purpose of learning, the position of a
teacher and what should be taught and by what methods.
Philosophy of Education may refer to either the academic field of applied philosophy or
any of the educational philosophies that advocate a specific form or vision of education and/or
investigate the nature, aims and significance of education. As an academic field, philosophy of
education is "the philosophical study of education and its issues ... its central focus is education,
and its methods are those of philosophy. Philosophy of Education can be either the philosophy
of the educational process or the philosophy of the education discipline. That is, it may be part
of the discipline in the sense that it is concerned with the goals, structures, methods or results
of the educational or educational process; or it may be meta-disciplinary in the sense that it is
concerned with the discipline 's principles, objectives, and methods.
SCOPE AND FUNCTIONS OF PHILOSOPHY OF EDUCATION

As an independent study the philosophy of education has its own scope and function.
The scope of the education philosophy includes critical assessment of goals, ideas and
education, analysis of human nature, educational values, knowledge theory, and the
relationship between education and social progress. It tends to have three functions: 1)
speculative; 2) normative; and 3) critical. The speculative role of education philosophy is to
explore and investigate, and to shape theory about education, its causes, and nature. It
attempts to make a survey of the entire region when doing so. Normative roles have to do with
setting priorities, expectations and standards. The Critical function consists of a rigorous
scrutiny of the words and concepts involved in educational thought and practice.

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Now the question arises, what are the problems ‘philosophy of education’ deals with?
In his “Preface to Indian Philosophy of Education” R.S. Pandey mentioned some problems,
which are analyzed by the 'philosophy of education’. These are –
1. What is the nature of education?
2. Why should education be imparted?
3. What is the need of education?
4. For what objectives should education be imparted?
5. What is the relationship between Education and Philosophy?
6. What is the impact of philosophical thoughts on education?
7. How to theorize or philosophize the educational practices?
8. How can the excellence of education be brought about?
9. What are educational values?
10. To what extent can the values be taught?
While these questions are regarded as the primary questions for the philosophical
analysis of education, the purpose is not the same for every educational philosopher. Our views
on knowledge acquisition, character growth, human development, and social development are
inconsistent. Philosophers who support knowledge as an educational objective recognize
knowledge as power, virtue and happiness. For others, the sole aim of the education philosophy
is either materialistic development or social adjustment. Few emphasize the metaphysical
upliftment as the educational goal. Yet if we just show interest in one side of development as
the focus of educational philosophy, it would be the same as the six blind men's old tale and the
elephant's.
IMPORTANCE OF PHILOSOPHY OF EDUCATION

Teachers are mentors, who play an important part in inculcating students' critical
thinking. Yet to do so as a teacher, you have to have your own teaching philosophy. Students
often look up to their instructor and so it becomes important for you to have positive thoughts.
Here are specific reasons why if you're a teacher you should study Philosophy of Education.
• Helps to Decipher The Path of Learning
Philosophy of teaching was described as the map which provides directions for moving
forward. Without a map one can feel lost. Similarly, when teaching, you'll be overlooked if a
particular direction isn't determined. Therefore, a map is always necessary to make informed
moves. Children cannot be persuaded to understand anything until the teacher understands
why and how he / she chooses to teach. You'll be helping your students plan to reach their
destinations once you know your path.
• Affects the Society
The teachers are named the community 's future builders. People like you are the ones
who help students pick different professions and different identities. A instructor will leave a
profound impact on the students and in the near future help them to make independent
decisions. The core values which your students today learn from you will be implemented and

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used in society as they grow up. Strong philosophical history should help ensure that all of
these beliefs are meaningful.
When you believe in breaking stereotypes, your students will follow the same
philosophical direction, with high chances. When your theory follows the theories that already
exist, rather than challenging them, your students will follow your direction.
Knowing the educational philosophy will teach you the need to learn the why s. This
will also raise the quality of our society along with the students ' academic growth, and make
us more rational.
• To Be in Their Shoes
By learning philosophy a teacher may interpret and evaluate from their students '
perspective.
In addition to understanding why students behave in a certain way, teachers should

also be able to understand how students interpret their behavior. This helps to develop
effective teaching methods and feedback which ultimately contribute to improved outcomes. A
instructor should most of all evaluate his / her behavior and consider the positive and negative
implications of their practices.
• To Avoid Being Judgmental
Philosophy of education frequently gives a teacher the notion of not prejudicing a

student's personality. Mind all students should be considered equal. But, this does not impact
each student's unique ability and capabilities.
As educators you are expected to teach all students creativity, autonomy and curiosity
without losing their level of intelligence. The aim is to stop giving up on a low-level learner,
who is a student. Thus philosophy tells you educators, you are expected to teach all students
imagination, autonomy and curiosity without losing their level of intellect.
This helps the teachers as much as though it helps the students. In other words, the
philosophy-consisting educational program leads to the learner's (student's) mind
development, thereby allowing him / her to deliver insights and opportunities to develop his /
her potential abilities.
• To Teach the Concept of Unification
Philosophy also advises to unify each pupil and teacher as one body in order to
guarantee harmony. The aim is to work together to create a better person who serves his
society diligently and keeps his / her morality tested. Through education philosophy teachers
can understand and connect with the students as one. Then even the students would be able to
talk to the teacher in confidence as if he / she were their comrade.
• The Verdict
Through philosophy, you will ensure that your student not only maintains his academic
knowledge from all grades he has achieved but also develops a sense of human values and
ethics.
TEACHER-CENTERED PHILOSOPHIES
Teacher-centered education philosophies demand that children be taught using such

approaches put into practice by their teacher, as opposed to student-centered ideologies in
which teaching methods are developed according to individual student needs and learning
styles. In short, teacher-centered philosophies require the student to adapt to the teacher; with

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philosophies focused on the student, the instructor adjusts to the student. The two teacher-
centered philosophies are essentialism and perennialism.
a. Essentialism
An essentialist curriculum is designed for the growth of a discipline and a common

knowledge culture. Essentialists prioritize specific knowledge on some key subjects, as opposed
to more general knowledge on a broader variety of topics.
In the classroom, the Essentialist 's Platform outlined three key elements of
essentialism. Initially, students were to be taught in the core curriculum by an essentialist
teacher who is well educated and knowledgeable. The role of the teacher in essentialism was to
teach with competence and authority a strict curriculum but the approach was at the
discretion of the instructor.
Second, incorporating culture into the curriculum.
Third is the "pass or fail" approach to progressing students to the next level of
education; the only way a student could advance was through grades and assessments to show
knowledge of the required subjects. When education abandons quality standards and thus does
not provide adequate stimuli, many people will go through twelve years of schooling to
b. Perennialism
Perennialism is an educational philosophy focused on teachers that focuses on the

timeless concepts and universal truths learned from art, history, and literature. The curriculum
of perennialism stems from the "Great Books," a collection of literature considered to be
fundamental, significant and important in Western culture, regardless of time period. Such
books include the works of Socrates, Aristotle, Homer, Plato, Chaucer, Geoffrey and
Shakespeare.
Perennialism resembles essentialism in that teachers direct the cycle of education. It is

also closely related to the Socratic teaching method which promotes an open dialog between
teacher and student. Throughout the classroom, perennialism includes students acquiring
cultural literacy through the Great Books and proving their understanding by testing, writing,
and behavior. A teacher of perennialism has a responsibility to help students become cultural
people, and grasp human knowledge principles.
STUDENT-CENTERED PHILOSOPHIES
The student-centered philosophies are more focused on individual student teaching.

Such ideologies placed more emphasis on student’s uniqueness and help them understand their
potential. A classroom based on students can be less static or organized, less concerned about
past teaching methods and drilling academics, and more oriented on preparing students in an
ever-changing environment for learning. Usually, students and teachers discuss together what
to learn, and how to better accomplish this.
A. Progressivism
It is focused on the constructive improvements and problem-solving approach that can be

offered by individuals with various educational qualifications. Progressive educators are based
on results and don't just impart learned information. Teachers are less interested in passing on
the current culture and aspire to allow students to build an individual approach to the tasks
they are given.

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The leading minds of progressivism are John Jacques Rousseau (1712–1778) and John
Dewey (1859–1952). Rousseau believed that people are inherently decent and that society is
responsible for their corruption. He advocated nature education, away from the city and
society pressures, where the needs of the child (as opposed to a prescribed collection of
guidelines) should drive the curriculum.
John Dewey believed people learn best through social interaction and problem solving.
Dewey introduced the scientific problem-solving approach and experimentalism. Progressivism
was not formed into a formalized, recorded philosophy of education because of the diverse
views arising from the movement. Nevertheless, progressives also decided that they needed to
step away from those aspects of conventional schools. They were especially keen to distance
themselves from the textbook-based curriculum and the notion of teachers as knowledge
disseminators, in favor of seeing teachers as thought facilitators.
The progressivist classroom is about creativity and discovery. In a classroom , teachers

serve as facilitators in which students discuss physical , emotional, moral , and social
development. Popular sights may include: small groups debating, custom-made games, and
learning stations in a progressivist classroom. Teachers usually move freely among the classes,
using feedback and thought-provoking questions to guide them.
c. Social Reconstructionism
This is an educational theory that sees schools as tools for solving social problems.
Social reconstructionist reason that schools should have a curriculum that fosters their growth
because all the leaders are the product of schools. Reconstructionist not only aims at educating
a generation of problem solvers, but also at recognizing and addressing many notable social
issues facing our country, with diverse objectives like racism, pollution, unemployment, poverty
and crime. Reconstructionism may be referred to as something of a solution for society, rather
than a theory of education, which aims to create a more rational social order.
The reconstructionist classroom contains a teacher who involves the students in

discussions of moral dilemmas to understand the implications of one’s actions. Students
individually select their objectives and social priorities and then, with guidance from the
teacher, create a plan of action to make the change happen.
d. Existentialism
It promotes a close personal consideration of personal character, values and choices.

The primary question existentialists raise is whether they want to determine who they are, or if
they want to determine them by the culture. Although liberty and individuality are highly
valued American ideals, existentialists argue that an underlying message of conformity exists.
Instead of assuming that the mind has to understand the world, existentialists believe their
reality is formed by the mind. Their teachings include the inevitability of death, because
eternity can not be experienced directly through the actual senses, concentrating on the idea
that the world 's presence is fleeting and should be accepted as such.
Education from an existentialist viewpoint places the primary emphasis on focusing

the students' own learning. Students pursue their own sense and purpose in life, and determine
what is real and false, what is fun and rewarding, what is painful and dissatisfying, and what is
right or wrong. An existentialist education's goal is to train students in creating their own
unique understanding of life.
Usually, an existentialist classroom includes teachers and school discussing what they
believe is important and encouraging the students to choose what they are learning. All the
students work at their own pace on separate, self-selected assignments. Teachers serve as
facilitators, guiding students to find the most appropriate methods of study or resources, and

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are also used as an additional tool alongside books, computers, television, magazines, and
other tools readily accessible to the students.
RELATIONSHIP BETWEEN PHILOSOPHY OF TEACHING AND TEACHING STYLE
Educational philosophies and types of teaching are two dimensions of adult learning
that affect the teaching-learning process in universities and colleges. The educational
philosophy will provide the educator with approaches and methods for applying concepts of
adult learning. Teaching style analysis is important because it helps educators design a
successful learning environment for the students.
The philosophy directs the education process in different ways. A teacher pursuing
education will philosophically answer four fundamental questions that will direct the learning
process. Those are:
1. What is the learner 's nature?
2. What is the nature of topic?
3. Why will students be directed to relevant learning experiences using the subject matter?
4. Which behavioral pattern should one exhibit to fulfill one's philosophical position?
The answers to these questions would only help the instructor define a collection of
interests, as opposed to a set of habits that for the following questions belong to groups that
are mutually exclusive. The effort to address those questions is nothing more than teaching
philosophy.
Philosophy and numerous philosophical points of view tell us that each of these
questions has specific philosophical viewpoints and can be viewed in a continuum as extremes.
• Nature of the Learner
For the question about the nature of the Learner, the terms "Lockean" (passive) and
"Platonic" (active) will be described in terms of continuum extremes.
"Lockean" is a term as it was John Locke who first wrote about mind in his Essay
Concerning Human Understanding, is a tabula rasa. He envisioned the function of the mind as
being similar to a blank wax tablet on which data taken in through the senses would give
"impressions." Sensory data processed by a learner represented the true source of information.
Any complex mental operations involving interaction, perception, or secondary data
assessment contributed to the creation of ever more complex information.
"Platonic" picture is that of a teacher who has so much regard for what the learner will
bring to the learning experience that he or she certainly doesn't want them to "absorb"
assigned subject matter, as the teacher sees the subject matter. Under these conditions,
learners are seen as the most critical element in the classroom setting, as they educate each
other and their teacher about things that are relevant to them. It's almost like the learners
have the information that's locked within them and activated by contact. Platonic conception
believes in the Reminiscence doctrine.
• Nature of Subject Matter
The words "Amorphous" or "Structured" are used to delineate extremes regarding the
essence of subject matter in the teacher's view spectrum. The word 'amorphous label' has been
reserved for rote learning, stressing that any item to be learned is of equal value to any other

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item to be learned; thus, young people are not allowed to identify connections between items
to be learned and no item is deemed to be more important than the other item.
We would expect to see the other extreme "structured" stance portrayed by those who
have a very reasonable view of what the subject matter will never achieve. The word
"structured" as used in this sense is based on Bruner 's idea that any subject matter should be
regarded as having a natural structure that can be used to clarify the relationships between its
components and to discover new knowledge.
• How should Subject matter guide students with learning activities?
The continuum 's two end points are cognitive and affective. Such definitions are not
categories which are mutually exclusive, but rather questions of importance and expectations.
It is important to include the following addendum in order to illustrate factors involved in any
teacher's decision to prioritize cognitive or affective learning practices.
Cognitive Domain – fact, concept and generalization
Affective Domain- belief and value
There is ample evidence that students bring behaviors that affect how they interpret
reality, definitions and generalizations into the classroom. Often teachers are fortunate to have
students who bring positive attitudes towards the subject matter at hand with them. Quite
frequently we have students who do not carry really good attitudes with them. Under these
circumstances the task of teachers would be to help students think critically by turning
generalization, beliefs and values into testable hypotheses. The instructor then returns to the
affective realm.
• Behavior trend in order to carry out one’s Philosophical Position
Two extremes of the continuum are the terms authoritarian and non-authoritarian,
which should be understood as not simply "strict" or "permissive." These terms should go
beyond the classroom management dimension, as the classroom management approach is
more inclusive. This is a description of the student and the subject matter to be discussed by
this metric.
For example , suppose some teachers allow students to view subject matter only as
experts in that field would view it; thus, for each major question under review, these teachers
typically accept only one correct answer which all students are required to accept and
understand. And we can conclude that these teachers are meant to promote convergent
thought and thus in this sense we can call them 'authoritarian' teachers. For non-
authoritarian students, the converse may be said.
Teachers need to be mindful of the 'Philosophical Positions' they hold and avoid when
entering classrooms or preparing to enter classrooms. Philosophical positions influence how
they communicate with students and promote learning in person or group learners.
So we see that the way we react to learner nature questions, subject matter etc.
certainly affects our teaching style. If a teacher is authoritative or non-authoritarian, whether
the methods of teaching are constructivist or the style of lecturing are informed by the
philosophical position they hold.
Context for successful approach to the educational problems. Therefore, having the
deep insight into the philosophy of education is important for the educators.

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Activity 1
Direction: Answer the following
1. Interview at least 3 of your former teachers from your secondary education.

Ask for their philosophy of education, which they considered as the most important and why?
Teacher’s Name: ____________________________________________________________________
School: ______________________________________________________________________________
Philosophy:
____________________________________________________________________________________________________
10

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_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Teacher’s Name: ____________________________________________________________________
School: _______________________________________________________________________________
Philosophy:
____________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Teacher’s Name: ____________________________________________________________________
School: ______________________________________________________________________________
Philosophy:
____________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
2. Based from your own experience as a student, what do you think is the most
effective/important philosophy of education? Why?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. Choose one philosophy of education that discussed and give the most appropriate
teaching style for this philosophy.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
This is how you will be graded.
4 3 2 1
Features
Expert Accomplished Capable Beginner
Quality of
Writing Piece was Piece was written Piece had Piece had no
written in an in an interesting little style or style or voice
extraordinary style and voice voice Gives no new
style and voice Somewhat Gives some information
Very informative and new and very
informative organized information poorly
and well- but poorly organized
11

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organized organized
So many
A number of spelling,
Virtually no Few spelling and
spelling, punctuation
Grammar, spelling, punctuation
punctuation and
Usage & punctuation or errors, minor
or grammatical
Mechanics grammatical grammatical
grammatical errors that
errors errors
errors interferes with
the meaning
References:
https://www.slideshare.net/RichardMarcelo1/philosophy-of-education-50445653
https://sg.inflibnet.ac.in/bitstream/10603/68349/6/06_chapter%201.pdf
https://www.edsys.in/why-is-it-important-for-teachers-to-study-philosophy-of-
education/#:~:text=By%20learning%20philosophy%2C%20a%20teacher,how%20students
%20perceive%20their%20actions.
http://www.pioneershiksha.com/news/3063-teacher-centered-philosophies.html
https://www.theedadvocate.org/philosophies-education-3-types-student-centered-
philosophies/#:~:text=Student%2Dcentered%20philosophies%20focus%20more,them%20to
%20realize%20their%20potential.&text=Students%20and%20teachers%20typically
%20decide,this%20can%20best%20be%20achieved.
https://www.tetsuccesskey.com/2015/05/relationship-between-philosophy-of-Teaching-And-
Teaching-Styles.html
UNIT II. The School as a Social Institution
School is a training center helps develop pupils into efficient social being and to train
them to further educate the backward members of their society. The school is a special
environment where a certain quality of life types of activities and occupations are provided
with the object of securing child’s development along desirable lines (Mishra, 2007).
In this unit, you will be learned how school boosts confidence and teaches us to
establish and maintain friendships, and helps us learn how to work together as a team, which
is a primary tenet of any successful society.
Learning Objectives
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1. Discuss the role of the schools a socializing agent;

2. Identify the importance of school-community relations;
3. Differentiate the types of community relations;
4. Discuss the different areas of school community relationship where school and
community can partner with each other for mutual benefits; and
5. Analyze the important role played by teachers in school-community relations.
Activating Your Prior Knowledge
Please answer the following. Write the word TRUE if the statement is correct and FALSE if
otherwise.
Analyze: True or False?

1. Teachers are the first thing a community sees when evaluating
a school system and it is of paramount importance that what the
community sees is positive.
2. Education teaches the laws, traditions and norms of the
community, the rights that individuals will enjoy and the
responsibilities that they will forgo.
3. Families must provide for the health and safety of children, and
maintain a home environment that encourages learning and
good behaviour in school.
4. Schools are often offered technical support from outside
consultants
5. Education widens the mental horizons of pupils and teaches
them new ways of looking at themselves and their society.
Learning Process
THE ROLE OF THE SCHOOL AS A SOCIALIZING AGENT

The school is one social organization designed to improve the socialization and
education processes.
Socialization is the process of developing a social self, discovering one's own culture
and understanding the cultural rules and expectations.
The school is an artificial structure developed for social interaction and cultural
transmission purposes. Unlike shared societies, the school can be seen as a formally constituted
group.
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The school is among the most significant socializing agencies; i.e. the most important
organization in which socialization takes place is the school rather than the family. Biddle
described schooling as "the appearance of structured educational activity in which the
teaching positions are distinguished from other positions in the system and given the specific
task of socializing neophytes"
In terms of socialization, in recent years the school has come to take over some of the
family and group roles of the forms i.e. the school has become a primary socialization entity.
The school is the first large-scale organization the child is becoming a part of. The school is a
model that represents what's going on within the broader society.
One way to understand the socialization potential of the school is by actually
measuring how many hours the youngsters spend in school and in school-related activities. The
youngsters spend most of their productive hours of the day in school, staying for around nine
months in a year from morning to evening in the case of a day school and boarding schools.
Clearly students learn a lot from the teachers and fellow students during this period. Because
of this reality the school is a major socializing force.
The school is said to be significant in terms of socialization, next to the home. Through
its socializing role, the school incorporates formal approaches ( e.g. classroom instruction,
fines caning, suspension expulsions official reference, prices) and informal approaches (e.g.
peer group influences / pressure).
How the school performs the function of socialization
1. Through the curriculum, the school in a formal way provides the child with:
i. Knowledge of basic intellectual skills such as reading, writing, verbal
expression, quantitative and other cognitive abilities, Education teaches
languages and allows people communicate with each other according to
positions in society.
ii. Cultural achievements of one’s society.
iii. Opportunities to acquire social and vocational abilities which are necessary
in order to make one a social, useful and economically productive member of
the society.
iv. Gender roles as perceived as suitable roles by the society.
2. Educational systems socialize students to become members of society, to play
meaningful roles in the complex network of independent positions.
3. Education helps in shaping values and attitudes to the needs of the contemporary
society.
4. Education widens the mental horizons of pupils and teaches them new ways of looking
at themselves and their society.
5. Education offers young people opportunities for intellectual, emotional and social
growth. Thus, education can be influential in promoting new values and stimulating
adaptation of changing conditions.
6. Informally and especially through social clubs, the school enables the child to learn a
number of other social roles and skills which are also important for his/ her overall
development as a member of society. For example.
i. Education teaches the laws, traditions and norms of the community, the rights
that individuals will enjoy and the responsibilities that they will undertake.
ii. Education teaches how one is to behave toward his/ her play- mates and
adults.
iii. Education teaches how to share things and ideas.
iv. Education teaches how to compete responsibly
v. Schooling teaches how to cooperate
vi. Schooling instills the community’s pattern of respect; thus how to relate to
others well and obey rules.
vii. Schooling enables one to intendize the culture of one’s society.
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viii. Education leads toward tolerant and humanitarian attitudes. For example,
college graduates are expected to be more tolerant than (high school
graduates in their attitudes toward ethnic and social groups.
THE SCHOOL AND THE COMMUNITY

“Learning and the areas to be learned should not have boundaries. Education, as a
public property, should belong everyone, not just the academically successful but also those
who have wisdom outside the school.” Sayer and Williams, 1989
School is an open system and a social organization which thrives on the effective
interrelationship within it and with its relevant communities (Nwankwo, N wokafor,
Ogunsanwo & Ighalo, 1985).
Community according to Jones and George (2006) refers to physical location like towns
or cities or to social milieus like ethnic neighborhoods in which an organization is located. A
community provides an organization with the physical and social infrastructure that allows it
to operate; it utilities and labor force; the homes in which its managers and employees live;
other organization such as hospital, town services, carriers and theatres that service their
needs and soon.
Have you ever asked yourself what is the relationship between the school and the
community?
Community is a part of the society and education is the counterpart of both. School is
the social institute where consciously designed learning experiences are provided with the
objectives of achieving social aim at large, over a period of time. School is also defined as a
subsystem of the larger system of the society. It has to functionally coordinate with its
immediate environment, the community in which it is situated.
The processes of social interaction are the bases for creating social relationship.
According to Calhoun, Light and Keller (1998) social relationship is relatively enduring
patterns of interaction between two or more people. Most people have many social
relationships, from casual acquaintance to intimate friendships and close family bond. School
community relationship is a two-way symbiotic arrangement through which the school and
the community co-operate with each other for the realization of goals of the community and
vice versa. It is the degree of understanding and goodwill, which exists between the school and
the community (Okorie, Ememe & Egu 2009). School as an open system and asocial
organization thrives on the effective interrelationship within it and with its relevant
communities. What happens in a school affects the community, and what happens in the
community affects school (Nwankwo, Nwokafor, Ogunsanwo & Ighalo, 1985). This means that
community builds its schools and the schools build their community (Sidhu, 2007). Therefore,
school community interdependence is unbreakable. There is a reciprocal relationship. The two
works for one another and the two have direct impact on one another.
If schools are expected to be successful in their primary mission of educating the community’s
children, they need to know a great deal about the community and the families from which the
children come. This means that the school cannot exist in isolation but in co-operation with the
community in which it finds itself (Ihebereme, 2008).
The school needs to organize the incentives for the pupil to take part in social care ,
health programs, growth plans, and other public events. It is likely the split between school and
society will make teaching artificial. This school isn't a place where the whole community is
educating only the students. The public property is the school building, the furniture, the
facilities, the human capital etc. During school hours they should be unhesitatingly put at the
community's disposal. Even the school teachers should come forward and place their expertise
and experience at the community's disposal and assume the role of social group guides and
leaders. The school library and play grounds can especially be of significant service to the
community (Ihebereme, 2008). Effective school community relationship raises student
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persistence and achievement (Eccles& Harold, 1996; Lareau, 1996; Nieto, 2004). Nieto(2004)
contends that student achievement is positively associated with parent involvement in school
and that, school which encourage high levels of parent involvement outperform their
counterparts where there are lower levels of involvement.
TYPES OF SCHOOL COMMUNITY RELATIONSHIP

There are different types of relationship which exist between school and community.
According Pawlas (2005) identified six types of school community relationship:
1. Parenting
Schools and communities relate as parents of a student. Families must provide

for the health and safety of children, and maintain a home environment that
encourages learning and good behaviour in school. Schools provide training and
information to help families understand their children development and how to
support the changes they undergo.
2. Communication
School must reach out to families with information about the school programs
and student reports, as well as new information on topics such as school choice and
making the transition from elementary school to higher grades. Communication must
be in forms that families find it understandable and useful. For example, school can use
translator to reach parents who don’t speak English well and it must be two-way, with
educators paying attention to the concerns and needs of families.
3. Volunteering
Parents can make significant contribution to the environment and functions of

a school. School can get the most out of this process by creating flexible schedules, so
more parents can participate, and by working to match the talents and interest of
parent to the needs of students, teachers, and administrators.
4. Learning
With the guidance and support of teachers, family members can supervise and
assist their children at home with homework assignment and other school related
activities.
5. Decision Making
School can give parents meaningful roles in the school decision making
process, and provide parents, with training and information so they can make the most
of those opportunities. This opportunity should be open to all segments of the
community, not just people who have the most time and energy to spend on school
affairs.
6. Collaboration with the Community
Schools can help families gain access to support services offered by other
agencies such as health care, cultural events, tutoring service, and after school child
care programs. They also can help families and community groups provide services to
the community, such as recycling programs and food pantries
AREAS OF SCHOOL COMMUNITY RELATIONSHIP
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The areas of school community relationship imply those areas where school and
community can partner with each other for mutual benefits. Partnering according to Michigan
State University (2004) requires give and-take conversation, goal setting for future, and
regular follow-up interaction. School community partnership should be considered as
connections between school and community resources. The area of this partnership according
to Yelena Mitrofanova Extension Education (n.d.)may involve the following:
1. Use of School or Neighborhood Facilities:
Schools and Communities can partner with each other in the use of different
facilities. Both schools and communities can benefit from use of each other’s
facilities such as clinics; transport facilitates; sources of water; restaurants; etc.
2. Sharing Other Resources:
These kinds of partnerships are forged between schools and organizations. The
partnerships are often made between local business and schools. The aims of these
partnerships focused on exposing students to careers and work skills, with the
sponsoring organization benefiting from free or cheap labor.
3. Collaborative Fund Raising and Grant Application:
The school and community collaborate in raising funds needed for educational
process. They develop a written plant that includes measurable goals and
accountability for how funds are used and what results are expected. They will use
a strength-based planning process to identify assets, assess needs and gaps
programs, resources and other partners.
4. Volunteer Assistance:
Another important area of school community relationship is area of volunteering.

While most of the volunteers are likely to be parents, such a volunteer service or
program need not be restricted to parents. According to Lucas and Thomspson
(n.d) the contributions made by volunteers should be recognized. Mention at home
and school meetings, articles in the school newsletter or local newspaper, mention
in the annual report or an annual social event especially for volunteers are all
ways of honoring volunteers. They suggest a number of activities which might be
carried out by volunteers.
5. Mentoring and Training:
Schools are often offered technical support from outside consultants. The
effectiveness of these consultants varies. In some cases, experts are brought into
the school to give a workshop. On improving or building content in a certain area,
when what is needed is more proves-oriented work geared toward overcoming
organizational interpersonal, or philosophical barriers. Project designers, teachers,
and community members can jointly cultivate “cultural literacy” among students
by encouraging and facilitating elder efforts to share their wisdom experience,
skills and traditions with school children.
6. Information Sharing and Dissemination:
Schools and Communities share and disseminate information through

communication with each other. Communication involves sharing and transmitting
message ideas or attitudes among administrators, teachers, students, parents and
other interested constituents. Information sharing and dissemination is a give-and-
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take process that requires perfect partnership between schools and communities
for a better result.
Communication as a factor that influences school community relation is a very

important tool to achieve or accomplish the aims, goals, and aspiration of the
school. Communication is the complex techniques under the control of
management, which may be used to relate directly with people outside the school
and potential students (Oguntunde, 2006). Bulloch (n.d) claims that
“communication is the foundation for all other parent involving activities. Yet,
most parents typically hear from the school only when their child is in trouble.” A
good relationship between schools and parents starts with good communication
(Heim, 2007). Ijaiya (2000) identifies five method of communication: Written type
as in reports, letters, memos, minutes of meetings, email, telex; oral type as in
conversations, oral interview, , meetings, telephone, conference ;visual type as in
charts, television, videos, graphs, diagrams and body language; electronic type as
in telephone and computer network; and Audio visual as in television and videos.
Communicating with parents is a necessity if a school principal expects them to
support the school. But there are other community members who might benefit from receiving
accurate information from a school and who should be given opportunities to communicate
with a school. Among those people are senior citizens, childless couples, newly married couples
(Pawlas, 2005). According to Fiore (2006) “The best school relationship plans involve strong
regular and purposeful communication with both the internal and external communities of our
school.”
THE ROLE OF THE TEACHER IN SCHOOL-COMMUNITY RELATIONS
According to Nebor, John N. (1984) The role of the teacher in a positive school-
community relationship is extremely important since it is the teacher who is the backbone of
the educational system. Although school boards create school policy and administrators
interpret these policies, teachers are the personnel who implement school policy. To retain
public trust, teachers must always be prepared to give the most positive impression possible,
even in the most innocent of circumstances. The teacher's impressions of the community
influence their expectations of the school and consequently the confidence of the student, the
funding of the school and support for the school in general.
Consistent with the assumption that teachers are an immensely valuable tool for
school / community relations, it is the duty of the administrator to train and educate their
teachers for the position they will play in the community. Teachers should be allowed to
recognize the role that their administration plays in the community, in no uncertain terms. For
a general rule, when assessing a school system, teachers are the first thing that a community
sees and it is of utmost importance that what the community sees is good. Teachers play the
biggest and most important role in bringing in the school's public awareness. We turn the
goals of the school board and the administration of the school into daily behavior. If something
is wrong with the teachers, it will definitely emerge and become known to the community, and
if that occurs in a school system, years of Good relationships will be lost. Therefore, an effort
must be made to ensure that all workers are conscious of the value of their positions in all
circumstances that could come to the public's attention even in the most remote way.
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Activity 2
Name _____________________________________________________ Score ___________________
Year & Section ___________________________________________ Date ____________________
Direction: Identify the following types of school community relationship shown for each
situation.
________________1. Teacher Grace conducted a PTA meeting to give information about the school
programs and student reports, as well as new information on topics such as school choice and
making the transition from elementary school to higher grades.
________________2. Marvie is a Grade 5 pupil, she always received an award every end of grading
period. She told it is because with the guidance and support of her teachers and her family
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members who supervise and assist her at home with homework assignment and other school
related activities.
________________3. Casian National High School help families gain access to support services
offered by other agencies such as health care, cultural events, tutoring service, and after school
child care programs. They also can help families and community groups provide services to the
community, such as recycling programs and food pantries.
________________4. Every start of school year at Casian National High School, parents will go to
school to help teachers to clean the school.
________________5. Every year Lyndon’s school give parents meaningful roles in the school
decision making process, and provide parents, with training and information so they can make
the most of those opportunities. This opportunity is open to all segments of the community, not
just people who have the most time and energy to spend on school affairs.
References
https://learning.uonbi.ac.ke/courses/TFD630/document/Agents_of_socialization/THE_ROLE_
OF_THE_SCHOOL_AS_A_SOCIALIZING_AGENT.doc
https://www.academia.edu/3999313/Chapter_on_School_Community_Relationship
UNIT III. Creating a Positive Classroom Culture
School Culture (glossary of education reform)

"To be yourself in a world that is constantly trying to make you something else
is the greatest accomplishment." Ralph Waldo Emerson
The definition of terms discussed and elaborated in this particular lesson was derived
and based from the glossary of education reform, and got core values.
Learning Objectives
1. define school culture.
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2. give the importance of school culture

3. discuss the different types of school culture.
4. differentiate the component of positive school culture.
Learning Process
School culture - can be defined as the beliefs, perceptions, relationships, attitudes,

and written and unwritten rules that shape and influence every aspect of how a school
functions. It covers or encompasses concrete issues such as the physical and emotional safety of
students, together with the orderliness of classrooms and public spaces, or the degree to which
a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity.
In essence, school culture can be understood in terms of the underlying influences and
attitudes within the school based on the norms, traditions, and beliefs of the staff and students.
HOW IMPORTANT IS SCHOOL CULTURE? (got core values)

"Don't be afraid to give up the good to go for the great." John D. Rockefeller
School culture is important for the fact that the prevailing atmosphere in a particular
school affects everything that goes on within that school. Such as teachers’ interaction with
each other, with their students, even the parents and the community as well contributes to
forming a school culture.
It is just like the social culture, a school culture results from both conscious and
unconscious perspectives, values, interactions, and practices, in which the institutional history
of the school serves as a foundational factor in shaping up its culture. Variables such as
students, parents, teachers, administrators, and other staff members all contribute to the
formation of their school’s culture. Not to discount the fact that there are other influences that
help shape the school culture. Just like the community where the school was located, the
policies that govern how it functions and operates, or the principles upon which the school was
founded or established.
Therefore, we can say that school culture defines human character, and sets standards
and expectations for human behavior. With this, it will serve as a warning for us that we need
to be very careful where do we send our kids for school. Remember, there is a possibility that
what they experience becomes what they know.
Social psychologist R.S. Barth (2002) writes, “A school’s culture has far more influence
on life and learning.” His peer, sociologist Nancy Watson, warned that “if the culture is not
hospitable to learning then student achievement can suffer.”
Certain studies show that highly rated academic schools also have positive school
cultures that value high academic achievement. These schools do more than simply value it but
transform it into cultural value. You can tell in any place that cultural values can be known by
their accepted, normative behavior.
It follows, then, that if a school community- including teachers, administrators,
parents, and support staff- all value academic achievement, students will strive to fit in
accordingly. Unfortunately, the opposite of it is also true- if an establishment does not value
and expect high academic achievement, then there is a possibility that no one will learn. In this
regard culture stand to be so important, especially to young people, impressionable children,
because it establishes behavior- therefore on the basis of this premise we can say that people it
simply becomes what they know.
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So, again, why is the culture in schools so important? In short, the culture of a school
can make or break a child’s educational experience. That is why it is a big mandate for us
educators to be to make a good one- on purpose!
Types of School Culture (glossary of education reform)
“Students who are loved at home come to school to learn, and students
who aren’t, come to school to be loved. Nicholas A. Ferroni
Generally speaking, school cultures can be divided into two basic forms: according to
the glossary of education reform it can be positive cultures and negative cultures. Numerous
researchers, educators, and writers have attempted to define the major features of positive and
negative school cultures, and an abundance of studies, articles, and books are available on the
topic.
“Students don’t care how much you know until they know how much you care.” - Unknown
COMPONENTS OF POSITIVE SCHOOL CULTURE

Positive school cultures can be credited as conducive to professional satisfaction,
morale, and effectiveness, as well as to student learning, fulfillment, and well-being. Positive
school culture is one where individuals feel valued, cared for, and respected. Creating an
atmosphere that contributes to effective teaching and learning and genuine communication,
both within and outside the school. The glossary of education and reforms listed the following
as a representative selection of a few characteristics commonly associated with positive school
cultures:
• The individual successes of teachers and students are recognized and celebrated.
• Respect for diversity. Building effective communication within the school.
• Relationships and interactions are characterized by openness, trust, respect, and
appreciation.
• Enhancing self-esteem. Staff relationships are collegial, collaborative, and productive,
and all staff members are held to high professional standards.
• Fostering inclusive and respectful language.
• Creating a health-promoting physical environment. Students and staff members feel
emotionally and physically safe, and the school’s policies and facilities promote student safety.
• School leaders, teachers, and staff members model positive, healthy behaviors for
students.
• Mistakes are not punished as failures, but they are seen as opportunities to learn and
grow for both students and educators.
• Students are consistently held to high academic expectations, and a majority of
students meet or exceed those expectations.
• Important leadership decisions are made collaboratively with input from staff
members, students, and parents.
• Catering for individual needs. Criticism, when voiced, is constructive and well-
intentioned, not antagonistic or self- serving.
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• Developing democratic processes. Educational resources and learning opportunities

are equitably distributed, and all students, including minorities and students with disabilities.
• All students have had access to the academic support and services they may need to
succeed.
There are different suggestions and ideas about ways to build positive school culture
that have come out in various educational forum which is beneficiary to education students. In
this particular topic the work and ideas of Justin Raudys will adapted.
ELEVEN PROVEN WAYS TO BUILD A POSITIVE SCHOOL CULTURE

By JUSTIN RAUDYS, November 19, 2018
1. Create meaningful parent involvement

Generating clear, open communication with the parents of your students can help you
avoid misunderstandings and remove feelings of mistrust or hostility.
To involve parents in your school culture, give them a platform for feedback on classroom
activities or school programs. Ask them about their hopes or concerns regarding their
children’s education. Go beyond parent-teacher meetings and organize workshops where
teachers and parents can discuss homework, study skills, and tests. Involving parents in school
activities in a meaningful way also helps foster positive feelings between the school and the
parents. You can ask parents to be on event committees or to participate in school fundraisers.
Developing educational programs for parents can also help involve them in their
children’s schooling, and thus build a more positive atmosphere in your school. For example,
Hollibrook Elementary in Spring Branch, Texas, developed a “Parent University” to get parents
more actively involved in the school — helping build trust and rapport between the school and
the families of the students.
2. Celebrate personal achievement and good behavior
This means more than the occasional “good job.” Complimenting kids helps them to feel
that they are cared for individually. Both you and your staff play a huge part in this aspect of
your school culture.
One way to generate more positive reinforcement from your staff is to set goals for the
number of compliments each member has to give during the day or week. Encourage them to
give specific compliments that highlight what each student has done well.
Celebrating the achievements of your students can be done on a larger scale by involving
the community. In holding an honor ceremony why not include the community during the
awarding.
3. Establish school norms that build values

Your school and classroom rules should be clear to all students and should be well-
regulated. However, this doesn’t mean that you need to establish rules for every possible
situation. Instead, create school norms that focus on building positive values in your class. This
helps kids to learn, not just what they should and shouldn’t do, but why they should or
shouldn’t do it.
For example, instead of creating specific rules about chewing gum, use of water bottles,
or electronic devices in the classroom, you could create a classroom rule that states: “Be
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respectful of the people around you.” To help students apply these norms, there should be
consistency across the entire school building, inside and out.
4. Set consistent discipline

When rules are not followed, discipline must be administered. However, broadening
the range of discipline methods can help encourage a positive school culture.
Instead of constantly putting out fires, trying a more proactive approach to discipline.
Giving student detention after bad behavior teaches him that he did something wrong. But
giving him a task that helps correct the wrong teaches him what he should’ve done instead. For
example, imagine one student started a fight. His discipline could include having to write a
letter of apology to the student he hurt and then to take a shift as a “hallway monitor”. Having
students work to correct their wrongs helps encourage them to take responsibility for their
actions.
Getting your teachers to internalize the subtle and tactful arts of classroom
management consistently is critical for a school culture of mutual respect and adherence to
rules — both by teachers and students.
Also, all discipline must be presented consistently across the school. When all students
are treated equally and bad behavior is disciplined in the same way in different classrooms,
this helps removes feelings of mistrust among students.
5. Model the behaviors you want to see in your school

You have a list of qualities and values that you want to see in your teachers and
students. But how well do you present those same aspects of your school culture? All changes
have to start from the top. That means when you interact with teachers and students, you need
to be an example of the behavior that you want to see in your school.
6. Engage students in ways that benefit them

When in school, your students are learning more than just secular instruction. They’re
also developing their social skills and learning how to become successful adults. Schools that
help students develop essential social skills are preparing them on an even deeper level for
their future after graduation.
One way to engage students and develop these types of skills is through social-
emotional learning (SEL). Throughout the day, encourage teachers to include activities that
help students develop qualities such as empathy, reliability, respect, concern, and a sense of
humor. In the research brief Social Emotional Learning in Elementary School, researchers
found that SEL programs helped students make more ethical decisions, maintain positive
relationships, set and achieve goals at school and home, and manage their emotions. These
programs promoted achievements at school, and reduced substance abuse and emotional
distress.
7. Create rituals and traditions that are fun for students and teachers
The school day — and school year — should be punctuated with time for fun. This
helps students engage with each other in positive events and builds morale in school.
For example, one school created a weekly event called ‘Fabulous Friday’, which opened
students up to a variety of fun activities. Why not create your version of Fabulous Friday? You
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can even create special rituals and traditions for the first day of school or the first day of a new
month.
Creating appropriate times to have fun and laugh breaks up the day and gives students
a chance to relax in between learning. This helps them become more refreshed when returning
to the classroom.
8. Encourage innovation in the classroom

Innovation in the classroom starts with you — the school leader.
When talking with teachers, encourage them to try new methods of teaching. You can
even set up regular meetings to discuss new research on teaching methods or new teaching
tech, and how these can be implemented in your school.
These meetings will help the whole teaching staff to brainstorm and implement new
ideas, bringing teachers into the process of building your school culture. For example, why not
try game-based learning? Particularly popular for improving results in topics like math, video
game-based learning has been shown to heighten the level of interest, concentration, and
enjoyment of educational materials among students. And teachers tend to agree: in one study
by the Joan Ganz Cooney Center, almost 80% of K-8 classroom teachers surveyed agreed that
digital games have “improved student mastery of curricular content”. Plus, it’s fun!
9. Professional development for teachers

Students are not the only people in your school who should be learning. Helping your
teachers to develop their skills will encourage a positive school culture by giving them the
ability to improve their craft.
For example, the Mooresville Intermediate School in North Carolina pairs each new
teacher with a mentor at the beginning of their career at the school. This helps teachers to be
fully aware of school policies and rules and gives them specific instruction on how the school
uses tech in the classroom.
Supporting new teachers in this way can help promote a consistent atmosphere across
your school. Also, it’s good to make sure that you as the school leader are aware of what your
teachers think and feel in their work. Set up regular times to ask for feedback, hear out
concerns, and get suggestions for improvement.
10. Maintain the physical environment of your school
Surprisingly enough, the physical surroundings of students and teachers have a huge
impact on the culture of your school.
The HEAD Project (Holistic Evidence and Design) took evidence from over 3,700
students in 27 diverse schools. They found that the physical space where students are learning
can account for a 16% variation in the learning process over a school year.
What aspects of a classroom have the most impact?
It was found that half of the learning impact came from the light, temperature, and air
quality. The other half of the learning impact came from factors such as individualization of
the environment and color of the room. For example, the ideal classroom was found to have
light-colored walls with one accent wall of a brighter color.
Adopting a policy that allows for flexible seating in classrooms is one step school
leaders are taking more frequently. Adjusting these seemingly insignificant factors isn’t
difficult, and can increase student engagement and improvement in learning.
11. Keep informed (tabs) on your school’s culture, and make adjustments when necessary
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Unfortunately, creating a positive school culture isn’t just a matter of following a

checklist. As a school leader, you need to stay informed of what’s going on in your school and
understand the attitudes and atmosphere that permeate the hallways and classrooms.
As we mentioned above, starting the process of improving your school culture involves
analyzing the current situation of your school. This analysis process should become a regular
part of your schedule. Set aside time every few months to analyze your school culture. Keep on
the watch for the specific factors that indicate a positive school culture, and keep using the
steps above to reinforce those aspects. Also, be aware of any negative factors that have started
to seep in, and take decisive action to remove those.
Above all, take time to listen to feedback from both teachers and students to
understand the experience that they are having in your school.
NEGATIVE SCHOOL CULTURE
Excerpts of this lesson was adapted from Shaping School Culture: The Heart of Leadership, by
Terrence Deal and Kent Peterson, San Francisco, CA: Jossey-Bass Publishers, 1998.
Negative School Culture or "toxic" cultures can inhibit, slow, and even stop school
improvement. School culture is the underlying set of norms, values, traditions, ceremonies, and
unwritten rules of behavior, action, and thinking. The school culture is built over time as
educators cope with problems, deal with changing students and staff, and deal with successes
and failures. Over time the group develops a set of values and beliefs that are the glue that
keeps it together.
Oftentimes the culture is positive, nurturing, and professional-and supportive of
change and improvement. Sometimes, though, the culture has developed dysfunctional values
and beliefs, negative traditions, and caustic ways of interacting. These are what Deal and
Peterson (1998) have called "toxic cultures." In toxic cultures, staff;
• View students as the problem rather than as their valued clients.
• Is sometimes part of negative subcultures that are hostile and critical of change?
• Believe they are doing the best they can and don't search out new ideas.
• Frequently share stories and historical perspectives on the school that are often negative,
discouraging, and demoralizing.
• Complain, criticize, and distrust any new ideas, approaches, or suggestions for improvement
raised by planning committees.
• Rarely share ideas, materials, or solutions to classroom problems.
• Have few ceremonies or school traditions that celebrate what is good and hopeful about their
place of work.
• These schools are not fun places to work in and seldom try to improve what is going on. Toxic
cultures inhibit and limit improvement efforts in several ways.
• Staff are afraid to offer suggestions or new ideas for fear of being attacked or criticized.
• Planning sessions lead by the school improvement council or committee are often half-
hearted due to the negativity and sense of hopelessness fostered by hostile staff who refuse to
see that improvement is possible.
• New staff who bring hope and a sense of possibility are quickly squelched and re-socialized
into negative ways of thinking.
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• Programs that are planned are poorly implemented because the motivation and commitment
to change are weak or nonexistent.
• Plans fail for lack of will.
• No one wants to work in these kinds of schools. But, it takes leadership, time, and focus to
rebuild these festering institutions. Fortunately, most schools are not this negative, though
many have some of these cultural patterns that make change problematic.
How to Deal with Negative School Culture or “Toxicity”

How do schools deal with "toxicity" in their culture? Deal and Peterson (1998) suggest
several things educators can do. These include:
• Confront negativity and hostility head-on and work to redirect negative energies.
• Protect emergent sources of positive focus and effort.
• Actively recruit more positive and constructive staff.
• Vigorously celebrate the positive and the improving sides of the school.
• Ensure that improvement efforts and plans are successful by supporting with time,
energy, and resources.
• Reconnect staff to the mission of schools: To help all children learn and grow.
• It is up to school leaders--principals, teachers, and often parents--to help overcome the
debilitating influence of negative cultures and to rebuild and reinforce positive student-focused
cultures. Without positive, supportive cultures, reforms will falter, staff morale and
commitment will wither, and student learning will decline.
THE NEED FOR REFORM

Scholars of different degrees do have a common stand that school culture has become
a central concept in many efforts to change how schools operate and improve educational
results. While a school culture is heavily influenced by its institutional history, culture also
shapes social patterns, habits, and dynamics that influence future behaviors, which could
become an obstacle to reform and improvement.
For example, if a faculty culture is generally dysfunctional—i.e., if interpersonal
tensions and distrust are common, problems are rarely addressed or resolved, or staff members
tend to argue more than they collaborate or engage in productive professional discussions—it
is likely that these cultural factors will significantly complicate or hinder any attempt to
change how the school operates.
This simple example illustrates why school culture has become the object of so many
research studies and reform efforts. Without a school culture that is conducive to
improvement, reform becomes exponentially more difficult.
SUGGESTED WAYS TO IMPROVE SCHOOL CULTURE

Derived from the glossary of education reforms the following describes a few
representative examples of common ways that schools may attempt to improve their culture:
Establishing professional learning communities that encourage teachers to
communicate, share expertise, and work together more collegially and productively.
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Providing presentations, seminars, and learning experiences designed to educate staff

and students about bullying and reduce instances of bullying.
Creating events and educational experiences that honor and celebrate the racial,
ethnic, and linguistic diversity of the student body, such as hosting cultural events and festivals,
exhibiting culturally relevant materials throughout the school, inviting local cultural leaders to
present to students, or making explicit connections between the diverse cultural backgrounds
of students and what is being taught in history, social studies, and literature courses. For
related discussions, see multicultural education and voice.
Establishing an advisory program that pairs groups of students with an adult advisor
to strengthen adult-student relationships and ensure that students are well known and
supported by at least one adult in the school.
Surveying students, parents, and teachers about their experiences in the school, and
hosting community forums that invite participants to share their opinions about and
recommendations for the school and its programs.
Creating a leadership team comprising a representative cross-section of school
administrators, teachers, students, parents, and community members that oversees and leads a
school-improvement initiative.
COMMON DEBATE CONCERNING SCHOOL CULTURE

Since most members of a school community will benefit from a more positive culture,
and cultural factors tend to contribute significantly to emotional states such as happiness and
unhappiness or fulfillment and dissatisfaction, the concept of more positive school culture is
rarely, in itself, controversial.
For this reason, debates tend to arise (if they arise at all) in response to specific reform
proposals, rather than to the general goal of improving school culture. Yet given that
organizational dysfunction is, by nature, an entrenched pattern of often unconscious
behaviors, attitudes, and beliefs that tend to obstruct organizational change and improvement.
It is a common knowledge that human beings can become deeply attached to emotions and
behaviors that may make them less happy, fulfilled, productive, or successful, so any attempts
to make reforms to school cultures may be more likely encounter resistance, criticism, or
controversy in schools that are most in need of cultural reforms.
In recent years, problems related to school culture are being cited as reasons for why
schools should be closed or why a significant percentage of the teaching faculty should be fired.
In these cases, “school culture” may become a flashpoint in larger debates about specific
school-reform policies and strategies.
Considering that all school cultures are unique, it is important to investigate and
develop an understanding of the underlying causes of any debates, including the preexisting
cultural conditions that may be contributing to the debates. To adapt Tolstoy’s famous opening
line in Anna Karenina: “All positive school cultures share common features, but each negative
school culture is negative in its way”.
If schools are to change and improve, many things must be in place: leadership, a clear
mission, high expectations, resources, time, collegiality, knowledge of teaching and learning, a
systematic approach to planning, and a positive, professional culture. Many of these
ingredients are structural requirements for change and improvement efforts to flourish. But
remember some of these are aspects of the school's culture and climate.
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Activity 3
Name _____________________________________________________ Score ___________________
Direction: Discuss briefly the following:
1. What is a school culture?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. How important is school culture?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
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_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. What are the two types of culture?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. Give your personal suggestions to improve your local school culture?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
UNIT IV. Concept of Leadership
"Leaders instill in their people a hope for success and a belief in themselves. Positive leaders
empower people to accomplish their goals."
-Unknown
Learning Objectives
1. discuss the elements of leadership.

2. identify and explain the different styles and types of leadership.
3. describe four classical leadership theories: trait theory, behavior theory, contingency theory,
and transformational theory.
4. Describe the major similarities and differences between the trait and behavior leadership
theories.
5. Discuss the skills, traits and styles of educational leaders.
6. Analyze the role of leadership in institutional building.
Learning Process
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WHAT ARE THE KEY ELEMENTS OF LEADERSHIP?

Anyone who aspires to be a good leader must know in deep sense the key elements of
leadership. According to the Florida Tech as they come out with highly recommend suggestions
about the seven aspects of leadership that can serve as a springboard to success for anyone
occupying a leadership role:
1. TRANSPARENCY
When a leader is transparent, they are challenged less by those they oversee. Good
leaders use transparency to help those around them embrace change, which can be
accomplished with a combination of communication, informed debate, shared decision-
making, reaching a consensus, and using social media. People should know why and how a
leader has come to a decision and in what ways it will affect them. Transparent leaders are not
micromanagers; they give credit to others when success occurs, and take the blame for failures.
2. LEARN FROM FAILURE

Experiencing failure has the power to shape a leader. It is a powerful resource for
learning and teaches survival, renewal, and innovation. Embracing failure enables us to
change and inspire others. Leaders must be willing to take great risks and fail or great reward
can never be attained. In the process, leaders gain a great perspective about people and who it
is they can trust.
3. TRUST
One of the core principles of leadership is trust. In the past, leadership was scarce and
special, a function of powerful people. In the modern-day, that vertical model of leadership is
less effective. Today, success is attained by being able to collaborate with someone a leader has
no power over in pursuit of common goals. In other words, a good leader no longer trusts in
power but places their faith in the power of trust. Additionally, a leader is a trustee in any
relationship, and to be effective, must be trustworthy as well as willing to take the risk of
placing trust in the people around them.
5. CONFIDENCE
A good leader embodies confidence. No one will follow a leader that isn’t self-assured,
and people can see through a façade of confidence. A leader who can articulate their goals and
stand by decisions is far more effective than someone trying to hide their insecurities behind a
mask of arrogance. Even after failure, a good leader can trust their gut and take on any
decision. Confident leaders are generally happier, create better relationships, remain open to
risks, accept feedback, think for themselves, recognize success, and are more motivated.
5. DECISIVENESS
A good leader weighs a decision carefully, but once they make up their mind, they are
not easily put off course. This shows commitment, which breeds consistency, both of which are
traits that pay off well in leadership. Scott Hoffman, the owner of Folio Literary Management,
told Entrepreneur.com that he often looks back on advice he received from a mentor when
learning how to officiate basketball games; “Make the call fast, make the call loud and don’t
look back,” he said. He went on to note that many times, wrong decisions over trivial matters
made in a decisive manner yield better long term results and a strong team mentality than
“wishy-washy” decisions that end up being correct.
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6. HUMILITY
This trait is important to keep leaders grounded and connected with the people around
them. Being honest, having integrity, and listening to employees will only help gain their
respect, which will pay off when it comes time to exercise decisiveness. The best leaders possess
an open mind and flexibility and can adjust to new ways of thinking or alternative methods
when necessary. These leaders take criticism in stride and view it more as an opportunity for
growth than an assault on their character. While it’s true that everyone loves confidence,
humility creates a likable persona, making others more comfortable with their position.
7. CREATIVITY
Many decisions a leader will encounter will be unique to the business and will require
more thought than simply throwing a canned solution at it. Teams will often look to a leader
for innovative thinking, so being able to tap into previous experiences and a treasure chest of
new ideas will pay off for any leader. For Aubrey Marcus, founder of a dietary supplement
company she said, “innovation is a key element of survival in the modern business world”. “The
innovators are our leaders. You cannot separate the two.”
While leadership styles may need to be tailored to suit specific situations and
businesses, these seven traits can provide the tools necessary to steer an organization down the
path of success. Some people may be born leaders, but these are characteristics anyone can
display the right amount of determination.
A positive school climate is one where individuals feel valued, cared for, and respected.
Such an atmosphere contributes to effective teaching and learning and genuine
communication, both within and outside the school.
STYLE AND TYPES OF LEADERSHIP

“Leaders must be close enough to relate to others, but far enough ahead to motivate them.”
― John C Maxwell
What Kind of Leader Are You?

This is the very important question to be answered by any leader. What kind of leader
are you?
If you want to grow your leadership competencies, determine your leadership style,
and learn how to manage change in complex work structures. Are you using an effective
leadership style that works best for you and your team?
Get an overview of seven common leadership styles and explore how to develop your
signature style. At first glance, we may think that some leadership styles are better than others.
The truth is that each leadership style has its place in a leader’s toolkit. The wise leader knows
to flex from one style to another as the situation demands.
It should be known by any leader that leadership styles are on a continuum, ranging
from autocratic at one end, to laissez-faire at the other, with a variety of styles in between.
There are different or several leadership styles that a leader can choose from. But
according to Bruna Martinuzzi there are seven primary leadership styles.
THE SEVEN PRIMARY LEADERSHIP STYLES
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By: Bruna Martinuzzi (Presentation Skills Training, Author, Columnist Business Trends &
Insights, Clarion Enterprises Ltd.)
1. AUTOCRATIC STYLE
The phrase most illustrative of an autocratic leadership style is "Do as I say." Generally,
an autocratic leader believes that he or she is the smartest person at the table and knows more
than others. They make all the decisions with little input from team members.
This command-and-control approach is typical of the leadership styles of the past, but
it doesn't hold much water with today’s talent. That's not to say that the style may not be
appropriate in certain situations. For example, you can dip into an autocratic leadership style
when crucial decisions need to be made on the spot, and you have the most knowledge about
the situation, or when you're dealing with inexperienced and new team members and there's
no time to wait for team members to gain familiarity with their role.
2. AUTHORITATIVE STYLE
The phrase most indicative of this style of leadership (also known as "visionary") is
"Follow me." The authoritative leadership style is the mark of confident leaders who map the
way and set expectations while engaging and energizing followers along the way. In a climate
of uncertainty, these leaders lift the fog for people. They help them see where the company is
going and what's going to happen when they get there.
Unlike autocratic leaders, authoritative leaders take the time to explain their thinking:
They don't just issue orders. Most of all, they allow people choice and latitude on how to
achieve common goals.
3. PACESETTING STYLE
"Do as I do!" is the phrase most indicative of leaders who utilize the pacesetting style.
This style describes a very driven leader who sets the pace as in racing. Pacesetters set the bar
high and push their team members to run hard and fast to the finish line.
While the pacesetter style of leadership is effective in getting things done and driving
for results, it's a style that can hurt team members. For one thing, even the most driven
employees may become stressed working under this style of leadership in the long run.
An agile leadership style may be the ultimate leadership style required for leading
today's talent.
Should you avoid the pacesetting style altogether? Not so fast. If you're an energetic
entrepreneur working with a like-minded team on developing and announcing a new product
or service, this style may serve you well. However, this is not a style that can be kept up for the
long term. A pacesetting leader needs to let the air out of the tires once in a while to avoid
causing team burnout.
4. DEMOCRATIC STYLE
Democratic leaders are more likely to ask "What do you think?" They share
information with employees about anything that affects their work responsibilities. They also
seek employees' opinions before approving a final decision.
There are numerous benefits to this participative leadership style. It can engender
trust and promote team spirit and cooperation from employees. It allows for creativity and
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helps employees grow and develop. A democratic leadership style gets people to do what you
want to be done but in a way that they want to do it.
5. COACHING STYLE
When you having a coaching leadership style, you tend to have a "Consider this"
approach. A leader who coaches views people as a reservoir of talent to be developed. The
leader who uses a coach approach seeks to unlock people's potential.
Leaders who use a coaching style open their hearts and doors for people. They believe
that everyone has the power within themselves. A coaching leader gives people a little
direction to help them tap into their ability to achieve all that they're capable of.
6. AFFILIATIVE STYLE
A phrase often used to describe this type of leadership is "People come first." Of all the
leadership styles, the affiliative leadership approach is one where the leader gets up close and
personal with people. A leader practicing this style pays attention to and supports the
emotional needs of team members. The leader strives to open up a pipeline that connects him
or her to the team.
Ultimately, this style is all about encouraging harmony and forming collaborative
relationships within teams. It's particularly useful, for example, in smoothing conflicts among
team members or reassuring people during times of stress.
7. LAISSEZ-FAIRE STYLE
The laissez-faire leadership style is at the opposite end of the autocratic style. Of all the
leadership styles, this one involves the least amount of oversight. You could say that the
autocratic style leader stands as firm as a rock on issues, while the laissez-faire leader lets
people swim with the current.
On the surface, a laissez-faire leader may appear to trust people to know what to do,
but taken to the extreme, an uninvolved leader may end up appearing aloof. While it's
beneficial to give people opportunities to spread their wings, with a total lack of direction,
people may unwittingly drift in the wrong direction away from the critical goals of the
organization.
This style can work if you're leading highly skilled, experienced employees who are self-
starters and motivated. To be most effective with this style, monitor team performance, and
provide regular feedback.
CHOOSING LEADERSHIP STYLES

Knowing and choosing which of the leadership styles works best for you is part of being
a good leader. Developing a signature style with the ability to stretch into other styles as the
situation warrants may help enhance your leadership effectiveness. Here are some of the
suggestions deriving from glossary of education forum;
1. KNOW YOURSELF
Start by raising your awareness of your dominant leadership style. You can do this by
asking trusted colleagues to describe the strengths of your leadership style. You can also take a
leadership style assessment.
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2. UNDERSTAND THE DIFFERENT STYLES.

Get familiar with the repertoire of leadership styles that can work best for a given
situation. What new skills do you need to develop?
3. PRACTICE MAKES A LEADER.

Be genuine with any approach you use. Moving from a dominant leadership style to a
different one may be challenging at first. Practice the new behaviors until they become
natural. In other words, don't use a different leadership style as a "point-and-click" approach.
People can smell a fake leadership style a mile away authenticity rules.
4. DEVELOP YOUR LEADERSHIP AGILITY.

Traditional leadership styles are still relevant in today's workplace, but they may need
to be combined with new approaches in line with how leadership is defined for the 21st
century.
Today's business environments are fraught with challenges due to the changing
demographics and the employee expectations of a diverse workforce. This may call for a new
breed of leader who is an amalgam of most of the leadership styles discussed here.
As the Chinese proverb goes, the wise adapt themselves to circumstances, as water
molds itself to the pitcher. An agile leadership style may be the ultimate leadership style
required for leading today's talent.
THEORIES AND SCHOOL OF THOUGHT ON LEADERSHIP
(Excerpts from Corporate Finance Institute)
"The fundamental pillars of school leadership are relationships; nothing substitutes for
building and nurturing them." -Joanne Rooney
LEADERSHIP THEORIES
According to Corporate Finance Institute early studies on the psychology of leadership
pointed to the fact that leadership skills are inherent abilities that people are born with. It was
not until recently that formal leadership theories emerged, despite leadership becoming a
concept of interest at the beginning of time.
LEADERSHIP AT A GLANCE
A leader is crucial to the success of every team. Take an orchestra, for instance, one
that consists of all the best musicians in the world but lacks a conductor. Even though every
member of the orchestra can play perfectly by themselves, they will only produce an
incompatible melody in the absence of a conductor. The same concept applies to communities,
companies, and countries. Without a leader, nothing will ever run smoothly.
What makes leaders who they are? Why are some people elected as managers and
presidents while the rest remain followers? Leadership theories were developed to find
answers to these questions. Listed were the suggestion of Corporate Finance Institute based
from their recent studies.
KEY LEADERSHIP THEORIES
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1. GREAT MAN THEORY

This theory the Great Man Theory (which should perhaps be called the Great Person
Theory), leaders are born with just the right traits and abilities for leading – charisma,
intellect, confidence, communication skills, and social skills.
The theory suggests that the ability to lead is inherent – that the best leaders are born,
not made. It defines leaders as valiant, mythic, and ordained to rise to leadership when the
situation arises. The term “Great Man” was adopted at the time because leadership was
reserved for males, particularly in military leadership.
2. TRAIT THEORY
The Trait Theory is very similar to the Great Man Theory. It is founded on the
characteristics of different leaders – both the successful and unsuccessful ones. The theory is
used to predict effective leadership. Usually, the identified characteristics are compared to
those of potential leaders to determine their likelihood of leading effectively.
Scholars researching the trait theory try to identify leadership characteristics from
different perspectives. They focus on the physiological attributes such as appearance, weight,
and height; demographics such as age, education, and familial background; and intelligence,
which encompasses decisiveness, judgment, and knowledge.
3. CONTINGENCY THEORY
The Contingency Theory on the other hand emphasizes different variables in a specific
setting that determine the style of leadership best suited for the said situation. It is founded on
the principle that no one leadership style is applicable to all situations.
Renowned leadership researchers Hodgson and White believe that the best form of
leadership is one that finds the perfect balance between behaviors, needs, and context. Good
leaders not only possess the right qualities but they’re also able to evaluate the needs of their
followers and the situation at hand. In summary, the contingency theory suggests that great
leadership is a combination of many key variables.
4. SITUATIONAL THEORY
The Situational Theory is similar to the Contingency Theory as it also proposes that no
one leadership style supersedes others. As its name suggests, the theory implies that leadership
depends on the situation at hand. Put simply, leaders should always correspond their
leadership to the respective situation by assessing certain variables such as the type of task,
nature of followers, and more.
As proposed by US professor Paul Hersey and leadership guru Ken Blanchard, the
situational theory blends two key elements: the leadership style and the followers’ maturity
levels. Hersey and Blanchard classified maturity into four different degrees:
M1 – Team members do not possess the motivation or tactical skills to complete
necessary jobs.
M2 – Team members are willing and ambitious to achieve something, but they lack the
necessary ability.
M3 – Team members possess the skills and capacity to accomplish tasks, but they
are not willing to take accountability.
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M4 – Team members possess all the right talents and are motivated to complete
projects.
According to situational theory, a leader exercises a particular form of leadership
based on the maturity level of his or her team.
5. BEHAVIORAL THEORY
In Behavioral Theory, the focus is on the specific behaviors and actions of leaders
rather than their traits or characteristics. The theory suggests that effective leadership is the
result of many learned skills.
Individuals need three primary skills to lead their followers – technical, human, and
conceptual skills. Technical skills refer to a leader’s knowledge of the process or technique;
human skills mean that one is able to interact with other individuals; while conceptual skills
enable the leader to come up with ideas for running the organization or society smoothly.
APPLYING LEADERSHIP THEORIES AT THE WORKPLACE

In applying leadership theories at the workplace there are some ideas that needs to be
considered. It is being claimed that to a great extent, leadership theories have helped form and
shape the kind of governance that exists today. Many aspects of these theories can be applied
to help one improve his or her leadership skills. Listed below are some suggestions derived
from Corporate Finance Institute;
1. MAXIMIZE YOUR STRENGTHS
As proposed by the Trait Theory, effective leadership depends on the traits that one
possesses. Leaders should strive to focus on their strengths rather than their weaknesses. The
strengths vary from one leader to another and may include:
A strong will is crucial to staying resilient and seeing leaders through difficult times.
No matter how challenging the situation may be, a strong-willed leader is able to find inner
strength and carry on until he or she overcomes all challenges.
A decisive nature is another strength that some leaders possess. Decisiveness means
that when others may be perplexed, a leader can calmly assess the situation and choose one
action to unite everyone. But, since they may not always make the right decisions, they must
also be willing to learn from their mistakes.
2. BE INCLUSIVE LEADERS
Some of the more complex situational theories emphasize focusing on people. It means
that they acknowledge individual people to be their greatest assets and not just mere numbers
in their workforce. Being an inclusive leader requires that one constantly involves other people
in their leadership, whether it is by always welcoming the feedback of others or delegating
more responsibility to others than other forms of leadership.
KEY TAKEAWAYS
There are numerous ways of defining leadership. Some leadership theories attempt to
explain what differentiates a leader, while some explain how great leaders come to be. The
Great Man Theory believes that the inherent traits that one is born with contribute to great
leadership. Situational Theory recommends leaders to adopt a leadership style depending on
the situation at hand, while the Behavioral Theory is all about the learning the skills necessary
to become a good leader.
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Leadership theories don’t only exist in history. They are concepts with actionable
advice that can be adopted by many, from executive managers to community leaders and
government officials.
SKILLS OF EDUCATIONAL LEADERS

(from MATTHEW LYNCH, NOVEMBER 11, 2017)
"Each day you are leading by example. Whether you realize it or not or whether
it's positive or negative, you are influencing those around you." -Rob Liano
What will the schools of tomorrow be like?

No one can say for certain what will be the future of our educational leaders. But one
thing we do know, schools are under pressure to keep up with the ceaselessly rapid-fire
changes occurring in our culture. It is difficult to prepare students for the future when we have
no way of knowing exactly what that future will be like.
In this context, educational leaders need a unique skill set to make sure that students
get what they need. The prevalence of technology inside and outside the classroom, as well as
the increased accountability for student achievement, have drastically changed the
educational landscape. With this challenges on hand Matthew Lynch (2017) suggest skills that
tomorrows educational leaders need to keep up.
Here are the skills that tomorrow’s educational leaders will need to keep up:
1. An understanding of student outcomes. Curriculum must evolve to reflect the skills
that students will need in the future. The educational leader of the future will understand the
practices and environment necessary for student achievement.
2. The ability to implement large-scale turnarounds. The bar is set increasingly high
for student achievement in numeracy and literacy. Educational leaders must institute
programs that lead to deep and lasting learning.
3. An understanding of the variety of tools available to educators. Educational leaders
must have knowledge of the array of available tools and the precise ways in which they can
support teaching and learning.
4. The ability and the desire to reform school culture. The leaders of the future must
have a compelling vision and a commitment to high standards, so that they can implement
deep and lasting reform.
5. A commitment to quality professional development. The leaders and educators of
tomorrow know that they must learn something new every day to keep their methods fresh in
changing times.
6. Knowledge of the best ways to support staff. Tomorrow’s leaders will understand
what staff needs to carry out school and district goals effectively.
7. An unwavering moral compass. The school leaders of the future have a strong social
conscience and always keep the best interests of students in the forefront of decision-making.
8. The ability to measure progress and success. As new tools are introduced, it’s
important to evaluate their effectiveness and their impact on student learning.
9. Personal use and exploration of new tools. The school leaders of tomorrow will
model learning for others by adding new tools to their own repertoire.
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10. Emotional intelligence. When guiding their schools through disruptive changes,
school leaders will need to maintain strong relationships with students, teachers, parents and
the community.
Lynch (2017) Further clarifies that, “the future is a moving target, but one thing is
clear: effective school leaders demonstrate courage, care and determination. These qualities
will serve our schools well in any culture or time period. A great nation is always built by
institution having great cultural support. The society builds the institution”.
Clear understanding of the foundation of social development is rightly governed by
numbers of institutions that work in an incorporated manner with a common goal should
always be considered. Speaking of construction of such institutions are not that easy as if it is
a piece of cake as it appears. Remember resources don’t make Institutions. Though a good
institution is indissoluble. They are synonymous for each other. On the basis of this thought, it
can be noted that a superior institution is built by a superior leader.
As Lynch said it; “the opinion regarding leadership can be explained in the following
manner. Good leaders build good institution, outstanding leaders develops institutes that last
long.”
In a conclusive manner Lynch (2017) pointed out that; the true leadership is not
confirmed to instantaneous and small term success but it cores goal is in providing a long term
vision that foster the course and direction of institution growth. Visionary leaders set the
direction which the institution follows to achieve and receive success in long term.
However, Lynch stated that; “What is the true role of leadership in nurturing and
building institution is a key issue that has to be discussed?” Lynch clarifies that; the role of a
leader is corresponding with success and quick gains which may not be the right way to weigh
up the performance. Each leader need not offer prompt and short term gains but every leader
is responsible for setting a vision for the institution, which leads results in long term. From this
point of view, the leader has diverse functions to perform. Typically, these functions may
appear unseen but they are extremely vital and crucial for institution in the long term.
Lynch formulated some theories that needs to be settled and find answers:
1. The true analysis of leadership cannot be equated single-handedly with performance, but it
is associated with setting directions and vision.
2. A leader is not recall for the task he/she has executed but for the vision and direction.
3. Leadership can’t be replaced by any constituents as it is the principal factor for institution
building.
LEADERSHIP SETS VISION

If one studies the history of successful business institution, that person may come
across a chain of examples of growth, fall, decline and rebirth. A booming corporation are no
exceptions to this rule. It is not that; these corporations have not seen critical state of affairs
and catastrophe period.
According to Lynch; the achievement of these organizations is correlated with their
ability to conquer these crises. This intrinsic strength is provided to these institutions by
invisible but strong strength generally called “Leadership”. Remember the destiny of the
institution can be changed by leadership. In leadership it can institutes and assess the likely
threats and help the organization to overcome it. The large numbers of examples of
institutional decay, decline and death have disclosed the fact that the failure of the institution
was more human.
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In the process of time, the leadership of one institute is tested by the other. This is not a
mere material change but a change that occurs in institutional hierarchy and position due to
the change in leadership. With leadership changed, many things change automatically. This is
very common in the political scenario. In the changing of the President of a certain nation
expect that many things will change automatically. The main change that occurs is
revolutionize in approach and thinking of the institution. That is why, it is important to set
vision and endorse the philosophy of growth.
PRINCIPAL TASK OF A LEADER IS PARTICIPATION IN INSTITUTION BUILDING

The leaders’ principal task is participation in institution building. As pointed out by
Lynch it can be best described in this imagery; “The visible worldly structure is a brick
structure. This construction often emerges impressive and generates a feeling of greatness. On
the other hand, behind this strong material structure, there is a strong invisible and intangible
force liable for the growth of this structure which is truly called as 'Leadership’.” The
foremost task of leadership is not to give surety in every venture. It is related with developing
vision that works for a mission which assures illustration and identity. Leaders build values,
design path and provide directions. Hence, it is appropriate to say that leadership builds
institutions…
INSTITUTION BUILDING IS AN UPHILL TASK

Institution building is not an easy task, in history the great Rome was not built in a
day, in the same manner as institutions are not built in a day or two. The majority of the
organizations are built by a lifetime contribution of a leader. It is the dedication coupled with
the efforts and selfless commitment that helps the institutions to grow or vice versa.
Institution building goes hand in hand with the string institutions that builds with a
strong ethical values. As the institution rises and develop ethical values should grow deeper
and deeper. However, frequently many institutions appear growing fast in a short span but
there are also fall that is equally fast and sharp. This occurs due to leadership letdown. Hence,
the real drive force behind institution building is leadership.
SETTING VISION: THE CRUX OF TRUE LEADERSHIP

Setting and having a good vision of the future stands to be the crux of true leadership.
Countless leaders are not attributed with accomplishment. Not even remarkable achievements
were given to their credit. However, they are great leaders in true sense. Their leadership is
recognized and known not for their deeds they have performed but for the dreams they have
seen and build into reality. A great leader sets a great idea.
In this sense Lynch pointed out that, “leadership is the force that is accountable for
organizational development. It is the leader who sets developmental processes. He is the key
reason for instructional growth.” Hence, it will be fitting to say that the true purpose of
leadership is institution building, without having good leaders, there would never be good
institutions and institution cannot attain their set long term targets. A leader should be a
dreamer just like Joseph of the Old Testament times in the Bible who was called “the dreamer”
A leader should dream of the future of the institutions and comes out with an appropriate
action plan to overcome odds and ordeals. Therefore, institutions can also be known by
exceptional leaders. Without leadership, it is impracticable to envision the process of
institution building coming to a reality.
THE MAKINGS OF A SUCCESSFUL SCHOOL LEADER
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“Success is... knowing your purpose in life, growing to reach your maximum potential, and
sowing seeds that benefit others.” ― John C. Maxwell
Educational leaders play a pivotal role in affecting the climate, attitude and reputation
of their schools. They are the cornerstone on which learning communities function and grow.
With successful school leadership, schools become effective incubators of learning. It can be
said that schools should be a place of shelter where students are not only educated but
challenged, nurtured and encouraged.
On the other hand, poor or absent school leadership can undermine the goals of an
educational system. When schools lack a strong foundation and direction, learning is
compromised, and students suffer. According to a Wallace Foundation study, “Leadership is
second only to classroom instruction as an influence on student learning.”
The question is but what makes a successful school leader? How do you become truly
effective as a principal or in a leadership position? While there is no one solution to successful
school leadership, there are certain strategies, skills, traits and beliefs that many of the most
effective school leaders share.
Joseph Lathan suggest 10 traits of successful school leaders which will be adapted in
this lesson.
10 TRAITS OF SUCCESSFUL SCHOOL LEADERS

By Joseph Lathan, PhD, Academic Director, Master of Education
“Success is... knowing your purpose in life, growing to reach your maximum potential, and
sowing seeds that benefit others.” ― John C. Maxwell
The following 10 traits are common among the most successful school leaders:
1. THEY UNDERSTAND THE IMPORTANCE OF BUILDING COMMUNITY
Effective school leaders build and sustain reciprocal family and community
partnerships and leverage those partnerships to cultivate inclusive, caring and culturally
responsive school communities. To build these community networks it is essential that school
leaders are visible in their schools and community, develop trust and create a sense of
transparency and shared purpose with parents, staff, community members and students.
Megan Tschannen-Moran, author and professor of educational leadership at the
College of William and Mary, discusses the importance that trust plays in building communities
in her book, “Trust Matters: Leadership for Successful Schools.”
Tschannen-Moran explains, “In schools with high levels of trust the following results
can be expected.”
• Teachers are motivated and willing to try new strategies because they trust leaders to
support them.
• Students are motivated and connected to the school because they trust their teachers.
• Families are supportive because the principal and teachers have built trusting
relationships with them.”
2. THEY EMPOWER TEACHERS AND CULTIVATE LEADERSHIP SKILLS
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Great school leaders know that they are not running a one-man show; that they cannot
do it all alone. They know that they must surround themselves with great teachers and
colleagues and, not only that, they must fully support teachers and staff by encouraging them
to continually learn, develop and, perhaps most important, become leaders themselves.
It is no secret that when people are fulfilled and given opportunity for career growth,
as well as autonomy and control over their careers, they are more productive, more engaged
and more effective overall. In a recent Gallup poll, it was discovered that 33 percent of U.S.
teachers are engaged in their work, while 51 percent are not engaged and 16 percent are
actively disengaged. These statistics are startling to say the least.
Through offering professional development opportunities and support services to
teachers, as well as by creating an environment where teachers are able to experiment,
innovate and lead, principals can ensure a healthy environment for educators that will have
positive repercussions for students. Another Gallup study found that “highly talented principals
on Gallup’s Principal Insight assessment were 2.6 times more likely to have above average
employee engagement at the schools they lead three years later.” Gallup has studied the issue
closely, even issuing a report titled “Six Things the Most Engaged Schools Do Differently.”
In his book, “What Great Principals Do Differently,” education author and researcher
Todd Whitaker wrote: “Great principals focus on improving the quality of the teachers within
their buildings. By carefully hiring the best teachers, by supporting their efforts and their
ambitions, by holding all staff members to high expectations, and by working to carefully
support the individual development of each professional, principals impact student
achievement.”
3. THEY UTILIZE DATA AND RESOURCES
Successful school leaders use data, including standardized and school-based
assessments, to drive continuous improvement through site-based decision-making for the
express purpose of promoting equitable and culturally responsive opportunities for all
students. The opportunities that data present are many and the most effective leaders are able
to leverage that data to make strategic decisions to benefit their students.
According to educational technology company Illuminate Education, “building a
foundation for data-driven decision making” is the first of “Six Steps for School Leaders to Use
Data Effectively.”
A report from the Wallace Foundation asserts that: “When it comes to data, effective
principals try to draw the most from statistics and evidence, having ‘learned to ask useful
questions’ of the information, to display it in ways that tell ‘compelling stories’ and to use it to
promote ‘collaborative inquiry among teachers.’ They view data as a means not only to
pinpoint problems but to understand their nature and causes.”
4. THEY HAVE A VISION AND A PLAN

The very best leaders are also visionaries. They have a goal that they can unite a team
around and a plan to help them get there. Not just that, but they are able to clearly articulate
their school vision and goals.
Vision is perhaps one of the most important qualities a leader can have as it provides
momentum and direction, not just for the team leader but for each and every team member. Of
course, in order for leaders to be successful in pursuing their vision and enacting their plan,
they must pair their vision with unrelenting passion. Vision and passion from an effective
leader should generate inspiration, motivation and excitement that permeates throughout the
school.
According to a “Successful School Leadership” report published by UK-based Education
Development Trust, “Effective head teachers provide a clear vision and sense of direction for
the school. They prioritize. They focus the attention of staff on what is important and do not let
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them get diverted and sidetracked with initiatives that will have little impact on the work of
the students.”
5. THEY CREATE COLLABORATIVE, INCLUSIVE LEARNING ENVIRONMENTS

Inclusive learning provides all students with access to flexible learning choices and
effective paths for achieving educational goals in spaces where they experience a sense of
belonging. The best educators know this and prioritize inclusivity, creating safe learning
environments that nurture every student. Leaders that prioritize inclusive learning also
typically believe that every person can contribute to the greater learning community and
therefore they encourage collaboration between faculty as well as students.
“Perhaps the most critical role in successful inclusive schools is the role of the
principal,” wrote the Inclusive Schools Network. “The school principal’s active participation is
the single most important predictor of success in implementing change, improving services, or
setting a new course. The school principal is central to facilitating systemic change and leading
faculty to adopt new attitudes and new practices.”
6. THEY ARE PASSIONATE ABOUT THEIR WORK
Passion is a critical ingredient for nearly anyone who wants to be successful and happy
in their job. But passion is especially important for school leaders, who typically have a great
influence on their school’s climate and culture.
Passionate people have a contagious energy that can greatly affect teacher satisfaction
and drive as well as student performance. “All the knowledge in the world can’t make a good
leader: It’s the care for the work and the people who collaborate with you that makes the
difference,” wrote Forbes. “This is in large part because people want to follow a passionate
leader. Someone who cares about not only the cause for which he or she is working, but also
the other people who are involved in the effort. Passion for the projects, for the company and
for the people involved are key to successful leadership.”
7. THEY ENCOURAGE RISK-TAKING

What most educators already know is that failure can be the greatest teacher. Just as
teachers should encourage risk-taking amongst their students in order to spur growth, truly
effective leaders encourage risk-taking amongst their subordinates and colleagues by creating
a supportive environment that rewards not just successful ideas or initiatives but effort as well,
no matter the outcome.
“Failure is required for learning, but our relentless pursuit of results can also
discourage employees from taking chances. To resolve this conflict, leaders must create a
culture that supports risk-taking,” wrote the Harvard Business Review. “One way of doing this
is to use controlled experiments — think A/B testing — that allow for small failures and
require rapid feedback and correction. This provides a platform for building collective
intelligence so that employees learn from each other’s mistakes, too.”
8. THEY LEAD BY EXAMPLE

We’ve all heard the saying, “Do as I say, not as I do.” Of course, the irony is that actions
are much more telling than words. Leaders who lead by example position themselves as
tremendous role models for not only the students in their school or district but for colleagues
and parents as well. A leader that leads by example almost always receives respect and
admiration, without which he or she will find little luck in leadership. As philosopher and
physician Albert Schweitzer once said, “Example is not the main thing in influencing others; it
is the only thing.”
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9. THEY PERSEVERE – STAYING WITH A SCHOOL FOR AT LEAST FIVE YEARS

Change, while good, can also be disruptive when it occurs too frequently. In the case of
school leadership, it has been documented that frequent turnover results in a negative school
climate, which in turn has a negative effect on student performance.
“Committed and effective principals who remain in their schools are associated with
improved schoolwide student achievement. As a corollary, principal turnover is associated with
lower gains in student achievement,” reported the Learning Policy Institute. “Principal
turnover has a more significant negative effect in high-poverty, low-achieving schools — the
very schools in which students most rely on their education for future success. The negative
effect of principal turnover suggests that principals need time to make meaningful
improvements in their schools. One study found that it takes, on average, 5 years of a new
principal leading a school for the school’s performance to rebound to the pre-turnover level.”
The best leaders, therefore, are willing to commit to a school and persevere despite the
obstacles or challenges. After all, realizing a vision doesn’t happen overnight; true
transformation takes time. A leader’s commitment displays not only passion but dedication,
which can have a tremendously positive effect on school culture.
10. THEY ARE LIFELONG LEARNERS

Perhaps the most important of all qualities that a school leader can possess is the
unquenchable thirst for knowledge. As John F. Kennedy said, “leadership and learning are
indispensable to each other.” The best leaders, no matter what industry they work in, know
they will never know it all. They are humble in their knowledge yet confident in their abilities.
They’re endlessly curious individuals who never stop questioning, and learning.
The Harvard Business Review put it perfectly when they said: “It takes a real sense of
personal commitment, especially after you’ve arrived at a position of power and responsibility,
to push yourself to grow and challenge conventional wisdom. Which is why two of the most
important questions leaders face are as simple as they are profound: Are you learning, as an
organization and as an individual, as fast as the world is changing? Are you as determined to
stay interested as to be interesting? Remember, it’s what you learn after you know it all that
counts.”
The report also quotes the noted writer and professor John Gardner, who observed,
“The best leaders I’ve gotten to know aren’t just the boldest thinkers; they are the most
insatiable learners.”
After knowing the traits of a successful school leaders the styles of educational
leadership are also a must to understand. The work of Matthew Lynch is very valuable and
brings a lot of interest for an aspiring leader.
STYLES OF EDUCATIONAL LEADERSHIP

By; MATTHEW LYNCH
“The greatest leader is not necessarily the one who does the greatest things. He is the one that
gets the people to do the greatest things.” – Ronald Reagan
There are four major styles of leadership which apply well in the educational setting.
While each of these styles has its good points, there is a wide berth of variation, and in fact,
transformational leadership is truly an amalgamation of the best attributes of the other three.
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Let’s explore how servant leadership, transactional leadership, and emotional leadership
compare to transformational leadership.
1. SERVANT LEADERSHIP
Servant Leadership takes the focus from the end goal to the people who are being led.
There is no sense of self-interest on the part of the leader, who steps back and supports only the
interests of the followers. Guidance, empowerment and a culture of trust are hallmarks of this
style of leadership. A servant leader puts complete trust in the process and in his or her
followers, assuming that those within the organization will align with its goal.
The primary issue with servant leadership is that it’s not viable on an organizational
level, in large part because it does not keep its eye on the prize. With the focus being so entirely
upon the needs of the people within the organization, the goal of the organization is nearly
completely lost and therefore not attained. Education happens in the real world, where
unfortunately people have shortcomings and quite often need guidance in order to get things
going in the right direction. Transformational Leadership offers that same focus on the
individual, while building an investment in the end goal of the organization and thereby
creating a momentum to achieve it. Transformational Leadership takes Service Leadership to
the next level.
2. TRANSACTIONAL LEADERSHIP
Give and take is the hallmark of transactional leadership – it is indeed modeled just
like a business transaction. Of course the employer/employee relationship is largely
transactional as is. Employers need work done and employees do that work in exchange for
money. That “quid pro quo” (“something for something”) is the heart of the workplace, and
everyone is generally happy with this arrangement, but it only works if everyone involved sees
it that way.
In education, there is often more at stake for employees who quite often understand
their jobs to be more than just a simple exchange of services for money, but rather see their
higher purpose. Money is therefore not the motivating factor.
This is where transformational leadership can step in to compliment transactional
leadership, taking the whole process as step further by building upon other forms of
motivation outside of simply the exchange of goods and services for money. However
transformational leadership only really works of the leader is able to keep up the charisma and
interpersonal relationships which are required for it to work. When transformational
leadership fails, the last resort is quite often transactional leadership, which is easy and
straightforward, if less than effective in the long term.
Perhaps the biggest contrast between transformational and transactional leadership is
that the latter is laissez faire, in which the leader allows employees to do as they like, whereas
the former is completely hands on and intrusive in its nature.
3. EMOTIONAL LEADERSHIP
Where transactional leadership was concerned primarily with the exchange of goods
and services, emotional leadership is concerned with the feelings and motivations of followers.
It takes the focus completely to the other side of the spectrum – demanding that leaders be
emotionally intelligent themselves and then to motivate through the use of that emotional
intelligence.
Emotional leadership and transformational leadership have a great deal in common
with each other. With emotional leadership, the leader taps into their emotional center in
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order to find the path to guiding their followers. People sometimes argue that
transformational leadership requires that same level of influence over emotions, however there
is a fundamental difference in the two in that transformational leadership is by necessity a
rational process rather than an emotional one.
4. TRANSFORMATIONAL LEADERSHIP
Transformational leadership takes from each of the other kinds of leadership its best
qualities and then uses those, along with a deep sense of shared purpose, to motivate
subordinates. While the other forms of leadership focus on one singular aspect or another,
transformational leadership takes a broad view of the issues surrounding leadership and then
uses those as a driving force for meeting the overall goals of the organization. For education in
particular, transformational leadership offers the best of everything – from tapping into the
emotions of workers to offering the compensatory core that is the case for all forms of business,
to guiding from a place of support.
However, since transformational leadership is informed by all of these various types of
leadership, it’s always a good idea for leaders to learn more about these other styles so as to
offer a deeper understanding of these forms so as to offer those in whose service they are the
best support and guidance possible.
Transformational leadership is a theory of leadership that was developed by James
Burns (1978), and has been written about by many other scholars since then.
WHAT ARE LEADERSHIP THEORIES?
Leadership theories are schools of thought brought forward to explain how and why
certain individuals become leaders. The theories emphasize the traits and behaviors that
individuals can adopt to boost their own leadership abilities. The work of Sindhujas in
Managerial Leadership will be adapted in this lesson.
MANAGERIAL LEADERSHIP
By SINDHUJAS
“A leader is one who knows the way, goes the way, and shows the way.” – John C. Maxwell
Effective managing requires leadership. It is seldom possible to segregate the

behavioural functions of manager ship and leadership. It is because every act of influence on a
matter of organizational relevance is in some degree an act of leadership.
A manager organizes, directs and controls various activities of the enterprise directed
towards specific ends. A leader, on the other hand, inspires confidence and trust in his
subordinates, gets maximum cooperation from them and guides their activities in organized
effort.
Specifically, managerial leadership is behaviour that elicits voluntary follower
behaviour beyond that associated with required performance on a job. Leadership is “… the
influential increment over and above mechanical compliance with the routine directives of the
organization”. A manager’s leadership behaviour is what makes the difference between
effective and ineffective organizations.
Managerial leadership combines the skills of a manager and the qualities of a leader.
The concept of managerial leadership is important because the term itself suggests the
necessity of bringing together the managerial and leadership roles for the more effective task
performance, organizational effectiveness and human satisfactions. The managerial leader,
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then, is generally evaluated on both formal task accomplishment and informal basis of
personal and group goal accomplishment.
STYLES OF MANAGERIAL LEADERSHIP

While personally favoring the democratic style, some experts acknowledge that
managers need to take certain practical consideration into account before deciding how to
manage.
It is suggested that a manager should consider three sets of forces before choosing a
leadership style:
1. Forces in the manager,
2. Forces in the subordinates, and
3. Forces in the situations.
This approach sees the most effective managers as flexible, able to select leadership
behaviors as needed in a given time and place. How a manager will primarily be influenced by
his background, knowledge, values and experience (forces in the manager).
For example, a manager who believes that the needs of the individual must come
second to the needs of the organization may take a very directive role in his subordinates’
activities. Characteristics (forces) of subordinates also must be considered before managers
can choose an appropriate leadership style.
A manager can allow greater participation and freedom when subordinates:
1. Crave independence and freedom of action.
2. Want to have decision-making responsibility.
3. Identify with the organization’s goals.
4. Are knowledgeable and experienced enough to deal with the problem efficiently.
5. Have experience with previous managers that lead them to expect participative manage-
ment.
Where these conditions are lacking, managers may have to lean toward the
authoritarian style.
Finally, a manager’s choice of leadership style must reckon with such situational forces
as:
1. The organization’s preferred style,
2. The specific work group,
3. The nature of the group’s work tasks,
4. The pressures of time, and
5. Environmental factors which may affect organization members’ attitude toward authority.
Explaining the above:
1. Most managers, for example, will move toward the leadership style favored by the
organization’s hierarchy.
2. A group that works well may respond more to a free and open atmosphere than to close
supervision.
3. If the task requires specialized skill and knowledge possessed only by manager, direct
instructions and close supervision may become necessary.
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4. In situations where quick decisions are essential, even democratic managers may avert to an
authoritative leadership style.
There may be two styles of Managerial leadership:

1. Boss-centered leadership:
Use of maximum authority by the manager. Too little freedom for subordinates.
2. Subordinate-centered leadership:
Minimum use of authority by the manager. Bigger area of freedom for subordinates to act take
decisions and to function within limits defined by Manager.
MANAGEMENT PROCESS
“Management is doing things right; leadership is doing the right things.” – Peter Drucker
According to EduNote Functions of management is a systematic way of doing things.
Management is a process to emphasize that all managers, irrespective of their aptitude or skill,
engage in some inter-related functions to achieve their desired goals. 4 Functions of
management are planning, organizing, leading and controlling that managers perform to
accomplish business goals efficiently.
First; managers must set a plan, then organize resources according to the plan, lead
employees to work towards the plan, and finally, control everything by monitoring and
measuring the effectiveness of the plan.
Management Process/Functions Involve 4 Basic Activities:

• Planning and Decision Making – – Determining Courses of Action,
• Organizing – Coordinating Activities and Resources,
• Leading – Managing, Motivating and Directing People,
• Controlling – Monitoring and Evaluating activities.
4 FUNCTIONS OR STEPS OF MANAGEMENT PROCESS
1. Planning and Decision Making – Determining Courses of Action

Looking ahead into the future and predict possible trends or occurrences which are
likely to influence the working situation is the most vital quality as well as the job of a
manager. This is where planning comes in. Planning means setting an organization’s goal and
deciding how best to achieve them. Planning is decision making, regarding the goals and
setting the future course of action from a set of alternatives to reach them.
The plan helps to maintain managerial effectiveness as it works as a guide for the
personnel for future activities. Selecting goals as well as the paths to achieve them is what
planning involves.
Planning involves selecting missions and objectives and the actions to achieve them, it
requires decision-making or choosing future courses of action from among alternatives.
In short, planning means determining what the organization’s position and the
situation should be in the future, and decide how best to bring about that situation.
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Planning helps maintain managerial effectiveness by guiding future activities.

For a manager, planning and decision-making require an ability to foresee, to
visualize, and to look ahead purposefully.
2. Organizing – Coordinating Activities and Resources

Organizing can be defined as the process by which the established plans are moved
closer to realization. Once a manager set goals and develops plans, his next managerial
function is organizing human resource and other resources that are identified as necessary by
the plan to reach the goal. Organizing involves determining how activities and resources are to
be assembled and coordinated. The organization can also be defined as an intentionally
formalized structure of positions or roles for people to fill in an organization. Organizing
produces, a structure of relationships in an organization and it is through these structured
relationships that plans are pursued. Organizing, then, is that part of managing which
involves: establishing an intentional structure of roles for people to fill in the organization. It is
intentional in the sense of making sure that all the tasks necessary to accomplish goals are
assigned to people who can do the best.
The purpose of an organization structure is to create an environment for the best
human performance. The structure must define the task to be done. The rules so established
must also be designed in light of the abilities and motivations of the people available. Staffing
is related to organizing and it involves filling and keeping filled, the positions in the
organization structure. This can be done by determining the positions to be filled, identifying
the requirement of manpower, filling the vacancies and training employees so that the
assigned tasks are accomplished effectively and efficiently. The managerial functions of
promotion, demotion, discharge, dismissal, transfer, etc. Are also included with the broad task
“staffing.” staffing ensures the placement of the right person in the right position. Organizing is
deciding where decisions will be made, who will do what jobs and tasks, who will work for
whom, and how resources will assemble.
3. Leading – Managing, Motivating and Directing People

The third basic managerial function is leading it is the skills of influencing people for a
particular purpose or reason. Leading is considered to be the most important and challenging
of all managerial activities. Leading is influencing or prompting the member of the
organization to work together with the interest of the organization. Creating a positive
attitude towards the work and goals among the members of the organization is called leading.
It is required as it helps to serve the objective of effectiveness and efficiency by changing the
behavior of the employees. Leading involves several deferment processes and activates. The
functions of direction, motivation, communication, and coordination are considered a part of
the leading processor system.
Coordinating is also essential in leading. Most authors do not consider it a separate
function of management. Rather they regard coordinating as the essence of manager ship for
achieving harmony among individual efforts towards accomplishing group targets. Motivating
is an essential quality for leading. Motivating is the function of the management process of
influencing people’s behavior based on the knowledge of what cause and channel sustain
human behavior in a particular committed direction. Efficient managers need to be effective
leaders. Since leadership implies fellowship and people tend to follow those who offer a means
of satisfying their own needs, hopes and aspirations, understandably, leading involves
motivation leadership styles and approaches and communication.
4. Controlling – Monitoring and Evaluating Activities
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Monitoring the organizational progress toward goal fulfillment is called controlling.

Monitoring progress is essential to ensure the achievement of organizational goals. Controlling
is measuring, comparing, finding deviation and correcting the organizational activities which
are performed for achieving the goals or objectives. Controlling consists of activities, like;
measuring the performance, comparing with the existing standard and finding the deviations,
and correcting the deviations. Control activities generally relate to the measurement of
achievement or results of actions that were taken to attain the goal. Some means of
controlling, like the budget for expenses, inspection records, and the record of labor hours lost,
are generally familiar. Each measure also shows whether plans are working out. If deviations
persist, correction is indicated. Whenever results are found to differ from the planned action,
persons responsible are to be identified and necessary actions are to be taken to improve
performance.
THE ROLE OF LEADERSHIP IN INSTITUTION BUILDING

According on the article in studylib.net, administrator does not exist for its own sake or
just for the sake of existing. It is and must be committed to some roles/responsibilities, if it has
to accomplish the very reason of its being. In order to perform his role and accomplishment his
task, the administrator should know what has to be done and how it is to be done. He also
needs to know that it is a joint effort of people doing the task.
In particular, administrators have role involvement with regards to their responsibility
as administrator of a certain institution. Primarily administrators is responsible in planning,
organizing, controlling coordinating, supervising, evaluating, providing leadership, recording
and reporting and also promoting close relationship between the school and the community.
ADMINISTRATOR AS LEADER
Administrator has a key role in leadership as well as initiating change in the institution
and the community. Being administrator, one has an important role in leading the institution
resources into improvement and success. Leadership is very important in any institution. For
a leader to become effective and efficient he must need to posse skill such as conceptual,
technical and human skills as well as exercising democratic leadership in performing his role
in an institution.
A conceptual skill deals with individual’s ability to apply information and aspects into
practice that’s why administration must be knowledgeable. On the other hand, technical skills
mean individual ability to apply variety of techniques to achieve goal such as skills in planning,
decision making, communication and management of the institution; and human skills which
deals with individual’s ability to work effectively as a group member. Remember that a good
leader is also a good follower.
ADMINISTRATOR AS AN AGENT OF CHANGE

Administrator has a role in initiating change or an agent of change in the institution
and community. Administrator serves as mediator, bridging the gap between the institution
and the community or the environment. Promoting close relationship between the school and
the community is an important function of the administrator. School program is the
biggest factor in building good school-community relations. He needs to make a
program, which aims to benefit his immediate clientele, who are the people in the community
and the community itself. Remember that institution exist in an environment which greatly
influence the plans, goals and programs of any institution in spite of the existing boundaries.
Any institution that has no exchange channel with the environment is closed. This needs a two-
way process wherein environment contributes students, materials, energy, information and
cultural values. The institution returns educated persons’ information, and entertainment.
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ADMINISTRATOR AS PLANNER
Administrator acts as planner in the institution simply because one of their
fundamental functions or responsibilities is a careful planning. He is responsible in formulating
as well as selecting the best courses of action in order to achieve the educational goals.
Good and careful planning directs them in deciding the first course of action or rather
provides you the bird’s eye view of the whole plan. It is in the thorough and careful planning
that the administrator could anticipate the future and so the problems that the institution
might encounter and maybe able to think of the advance solutions.
ADMINISTRATOR AS ORGANIZER
Being an administrator you need to have skills in organizing those complex tasks of
bringing together the necessary human resources along the required physical plant and
equipment/materials into an operating unit. He has a role in leading and building cooperative
efforts within the human elements affecting the institution, such as the faculty, administrator,
and the community as well as setting the tone for openness and trust for both the formal
and informal personal relationship that whenever institution is confronted with problems
they can easily interact to facilitate solutions of the problems.
ADMINISTRATOR AS DIRECTOR
Administrator is responsible in carrying out all educational programs and deciding

who shall carry out the plans; determines the subjects to be included in each course; provides
for physical equipment necessary to carry out the work and also issuing orders, holds
conferences and supervises activities.
There are lots of things to consider in this task such as assessing the needs of his school,
teachers, his pupils and those people in the community and evolving an educational program
that is very much suited to institutions constituents.
ADMINISTRATOR AS CONTROLLER
Administrator supervises his people under him according to their set goals. He needs to
see if there are problems and errors so that he could intervene and help them to correct it.
ADMINISTRATOR AS COORDINATOR
Proper coordination done by the administrator is needed to overcome the limitations

of planning and organizing as well as the inherent limitations of the personnel. This bridges
the gap between the people, resources and the product itself. It is the responsibility of the
administrator to coordinate all the programs and activities of the school in the community and
make all these things in harmony which will lead to the success of any program. He must
develop an interacting and cooperative working relationship in the whole system. He has a role
in maintaining and translating the curriculum into concrete learning, experiences and
improves the instruction program. Very often institutions are criticized for the irrelevance of
the curriculum, the poor quality graduates, and the mediocre level of instruction obtaining
within the classroom.
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ADMINISTRATOR AS SUPERVISOR
The administrator has a role in making the educational program effective. He needs
careful supervision studies of those methods and techniques to improve the teaching and
learning process.
ADMINISTRATOR AS EVALUATOR
Evaluation is needed in order to ascertain if the institution and the community have
achieved the educational goals. It is necessary because this evaluation reveals the weaknesses
and strengths of the whole program.
Administrator has a role of establishing and maintaining effective “feedback” circuits
which an adequate evaluation can provide for purposes of identifying whether project plans
are pursued by the people as expected.
Moreover, administrator has also a role in looking into the professional growth of his
personnel staff, and that he is also concerned in the identification, orientation, assignment,
improvement and evaluation of staff.
An institution creates and operates in a situation where there is a high expectancy of
what institution does to improve the quality of life of those whom it serves. Educational
administrator handles the total institution building as part of his administration tasks.
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Activity 4
Name _____________________________________________________ Score ___________________
Direction: Discuss briefly the following:
1. Identify the seven primary leadership styles.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. Choose your preference of leadership style from the seven primary leadership style and
depend your answer.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. Write a reflection paper on what are you going to do to reach your goal to become a
successful teacher/leader. Explain how?.
_________________________________________________________________________________________________________
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_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
References:
https://www.edglossary.org/school-culture/
http://gotcorevalues.com/culture-schools-important/
https://www.floridatechonline.com/blog/psychology/7-essential-elements-to-successful-
leadership/
https://www.americanexpress.com/en-us/business/trends-and-insights/articles/the-7-most-
common-leadership-styles-and-how-to-find-your-own/
https://www.prodigygame.com/main-en/blog/school-culture
http://archive.wceruw.org/ccvi/pub/ReformTalk/Year_1998/Nov_98_Reform_Talk_11.html
https://corporatefinanceinstitute.com/resources/careers/soft-skills/leadership-theories/
http://ijellh.com/wp-content/uploads/2015/09/37.-Priyanka-Bhardwaj-paper-final-done.pdf
https://onlinedegrees.sandiego.edu/effective-educational-leadership/
https://www.businessmanagementideas.com/leadership/managerial-leadership-meaning-
and-styles/9147
https://www.iedunote.com/function-of-management-process
https://studylib.net/doc/5860983/the-role-of-leadership-in-institution-building
54

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Prof Ed-10 HE TEACHER AND THE COMMUNITY, SCHOOL

Studocu is not sponsored or endorsed by any college or university

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

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UNIT II. The School as a Social Institution 13

The Role of School as a Socializing Agent 14

UNIT III. Creating a Positive Classroom Culture 21

How Important Is School Culture? 21

UNIT IV. Concept of Leadership 31

What are the Key Elements of Leadership? 31

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UNIT I. The Nature and Scope of Philosophy of Education

At the end of the unit, I am able to:

1. Discuss the meaning of philosophy of education;

Activating Your Prior Knowledge

Name _____________________________________________________ Date _____________________________

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SCOPE AND FUNCTIONS OF PHILOSOPHY OF EDUCATION

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1. What is the nature of education?

2. Why should education be imparted?

3. What is the need of education?

4. For what objectives should education be imparted?

5. What is the relationship between Education and Philosophy?

6. What is the impact of philosophical thoughts on education?

7. How to theorize or philosophize the educational practices?

8. How can the excellence of education be brought about?

9. What are educational values?

10. To what extent can the values be taught?

IMPORTANCE OF PHILOSOPHY OF EDUCATION

• Helps to Decipher The Path of Learning

• Affects the Society

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In addition to understanding why students behave in a certain way, teachers should

• To Avoid Being Judgmental

Philosophy of education frequently gives a teacher the notion of not prejudicing a

• To Teach the Concept of Unification

Teacher-centered education philosophies demand that children be taught using such

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An essentialist curriculum is designed for the growth of a discipline and a common

Second, incorporating culture into the curriculum.

Perennialism is an educational philosophy focused on teachers that focuses on the

Perennialism resembles essentialism in that teachers direct the cycle of education. It is

The student-centered philosophies are more focused on individual student teaching.

It is focused on the constructive improvements and problem-solving approach that can be

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The progressivist classroom is about creativity and discovery. In a classroom , teachers

The reconstructionist classroom contains a teacher who involves the students in

It promotes a close personal consideration of personal character, values and choices.

Education from an existentialist viewpoint places the primary emphasis on focusing

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RELATIONSHIP BETWEEN PHILOSOPHY OF TEACHING AND TEACHING STYLE

1. What is the learner 's nature?

2. What is the nature of topic?

• Nature of the Learner

• Nature of Subject Matter

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• How should Subject matter guide students with learning activities?

Cognitive Domain – fact, concept and generalization

Affective Domain- belief and value

• Behavior trend in order to carry out one’s Philosophical Position

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Name _________________________ Date _