EDUC212A – LESSON 9: Application of Organization structure in the Philippines

DepEd MANAGEMENT STRUCTURE 3. Under the supervision of the Schools Division Offices are forty- eight thousand, four
hundred forty-six (48, 446) schools, broken down as follows:
• To carry out its mandates and objectives, the Department is organized into two major
structural components. • 40,763 elementary schools (36,234 public and 4,529 private)
• The Central Office—maintains the overall administration of basic education at the • 7,683 secondary schools (4,422 public and 3,261 private)
national level.
GOVERNANCE OF BASIC EDUCATION ACT OF 2001 - A bill transforming the name of
• The Field Offices –are responsible for the regional and local coordination and the Department of Education, Culture and Sports (DECS) to the Department of Education
administration of the Department’s mandate. (DepEd) and redefining the role of field offices (regional offices, division offices, district
offices and schools).
• RA 9155 provides that the Department should have no more than four Undersecretaries
and four Assistant Secretaries with at least one Undersecretary and one Assistant Implementing Rules and Regulations
Secretary who are career service officers chosen among the staff of the Department.
• The Department of Education must serve the students and the teachers, its primary
UNDERSECRETARIES constituents.
At present, the Department operates with four Undersecretaries in the areas of: • The principals, school administrators and teachers-in- charge must exercise
instructional leadership and sound administrative management of the school.
• Programs and Projects
• The school is the heart of the formal education system.
• Regional Operations
• The parents and the community shall be encouraged for active involvement.
• Finance and Administration
• The Secretary of the Department of Education shall exercise overall authority and
• Legal Affairs supervision over the operations of the Department.
Four Assistant Secretaries in the areas of: Section 7. Powers, Duties and Functions – Secretary of Education
• Programs and Projects (1) Formulating national educational policies.
• Planning and Development (2) Formulating a national basic education plan.
• Budget and Financial Affairs (3) Promulgating national educational Standards.
• Legal Affairs. (4) Monitoring and assessing national learning outcomes.
At the sub-national level, the Field Offices consist of the following: (5) Undertaking national educational research and studies.
1. Sixteen (16) Regional Offices, including the Autonomous Region in Muslim Mindanao (6) Enhancing the employment status, professional competence, welfare and
(ARMM*), each headed by a Regional Director (a Regional Secretary in the case of working conditions of all personnel of the Department.
ARMM)
(7) Enhancing the total development of learners through local and national
2. One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by programs and/or projects.
a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227
School Districts, each headed by a District Supervisor.

Implementing Rules and Regulations – The Regional Director
The Regional Director - There shall be as many regional offices as many be provided by
law. Each regional office shall have a director, an assistant director and office staff for
programs promotion and support, planning, administrative, legal and fiscal services.
Section 7. Powers, Duties and Functions –The Regional Director
(1) Defining a regional educational policy framework which reflects the values,
needs and expectations of the communities they serve.
(2) Developing a regional basic education plan.
(3) Developing regional educational standards with a view towards bench-marking
for international competitiveness.
(4) Monitoring, evaluating and assessing regional learning outcomes.
(5) Undertaking research projects and developing and managing region wide
projects which may be funded through official development assistance and/or or
other finding agencies.
(6) Ensuring strict compliance with prescribed national criteria for the recruitment,
selection and training of all staff in the region and divisions.
(7) Formulating, in coordination with the regional development council, the budget
to support the regional educational plan which shall take into account the
educational plans of the divisions and districts.
(8) Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions and
districts.
(9) Hiring, placing and evaluating all employees in the regional office, except for the
position of assistant director.
(10) Evaluating all schools division superintendents and assistant division
superintendents in the region.
(11) Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the regional office, including professional staff
development.
(12) Managing the database and management information system of the region.
(13) Approving the establishment of public and private elementary and high schools
and learning centers.
(14) Preforming such other functions as may be assigned by proper authorities.
The Schools Division Superintendent - A division shall consist of a province or city which
shall have a schools division superintendent. There shall be at least one assistant
schools' division superintendent and office staff for programs promotion, planning,
administrative, fiscal, legal, ancillary and other support services.
Section 7. Powers, Duties and Functions—Division Level
(1) Developing and implementing division education development plans.
(2) Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the division, including professional staff development.
(3) Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and non-
teaching personnel, including school heads, except for the assistant division
superintendent.
Schools District Supervisor - A school district shall have a school district supervisor and
office staff for program promotion. The schools district supervisor shall primarily perform
staff functions and shall not exercise administrative supervision over school principals,
unless specifically authorized by the proper authorities. The schools district supervisor
shall be responsible for:
• Providing professional and instructional advice and support to the school heads
and teachers/facilitators of schools and learning centers in the district or cluster
thereof.
• Curricula supervision.
• Performing such other functions as may be assigned by proper authorities.
The School Head/Principal - There shall be a school head for all public elementary
schools and public high schools or a cluster thereof. The establishment of integrated
school from existing public elementary and public high school shall be encouraged,
subject to the guidelines that will be issued for the purposed by the Secretary of
Education.
1. Setting the mission, vision, goals and objectives of the school.
2. Creating an environment within the school that is conducive to teaching and
learning.
 3. Implementing, monitoring and assessing the school curriculum and being
accountable for higher learning outcomes.
4. Developing the school education program and school improvement plan.
5. Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community.
6. Introducing new and innovative modes of instruction to achieve higher learning
outcomes.
7. Administering and managing all personnel, physical and fiscal resources of the
school.
8. Recommending the staffing complement of the school based on its needs.
9. Encouraging and enhancing staff development.
10. Establishing school and community networks and encouraging the active
participation of teacher organizations, non-academic personnel of public
schools, and parents-teachers-community associations.
11. Accepting donations, gifts, bequests and grants in accordance with existing
laws and policy of the department for the purpose of upgrading
teachers/learning facilitators’ competencies, improving and expanding school
facilities and providing instructional materials and equipment. Such donations or
grants must be reported to the division superintendents; and
12. Performing such other functions as may be assigned by the Secretary, Regional
Director and Schools Division Superintendents where they belong.
The Department of Education responded to this call for transformation through
modification of the DepEd’s organizational structure. The recent approved organizational
structures are in harmony with the provisions of RA 9155 in its implementation of the
principles of decentralization and shared governance that warrants accountability and
relevance to the developmental needs and context of the learners and other stakeholders
of different organizational levels. With the hierarchical and bureaucratic structure, it is
expected that relevant and effective school leadership will produce effective teacher
leadership and competent learners.
EDUC212A – LESSON 11: Organizational Leadership
schools have functioned in the autocratic style of the line-staff model. This means that
principals are managers and teachers are their employees. Teachers are often voiceless
and powerless to influence their heads in the quest of improving students’ achievements.
However, with the advent of No Child Left Behind, many school leaders are seeking more
effective organizational behavior by drawing on the leadership potential of all
stakeholders, especially teachers (Gabriel, 2005).
Organizational leadership - school leaders help set strategic goals for the organization
while motivating the teachers, learners, parents, non-teaching personnel, and other
members of the community to carry out tasks to realize those goals. Also, the school
leader helps anyone in the organization to lead others regardless of rank and tenure.
This leadership which does not necessarily come from the top of the organization is
teacher leadership.
School Head: A leader or a manager?
The school heads become leaders when they lead the school by formulating the vision,
mission, goals including the School Improvement Plan (SIP). However, they become
managers when they see to it that these plans are implemented on time, the resources
are available and the people to do the job are qualified and available. Therefore, school
heads must be both leaders and managers.
Understanding Differences: Managers versus Leaders
In school, teachers are both leaders and managers even though they have refused to
accept leadership positions. So, ideally, managers are leaders. But when that's not the
case, here are five important differences between a leader and a manager taken from a
magazine published by Cornerstone in 2016.
1. Managers Manage the Tasks at Hand. Leaders Lead Towards the Future.
Managers are focused on getting the current job done. A leader is looking at the big
picture. In school, when the principal is focusing on how the daily tasks are
accomplished, he or she is managing. But when the principal sets the goals of what to
accomplish by the school in the longer run, he or she is leading.
2. Managers Supervise People or Tasks. Leaders can be Individual Contributors.
Managers have subordinates. They have people working for them. They have created
powers, and they lead with authority. Sometimes a leader doesn't have a big title, and it's
just the person that everyone looks up to for guidance and direction to be an individual
contributor. This person embodies leadership and people naturally follow. Leaders have
followers because they create influence, and they lead by inspiring.
3. Leaders Guide People Towards Success. Managers Tell People What to Do.
If the school heads are checklist type of managers, they probably not leaders. But, if all
they can do is tell people to check off boxes, it's not leadership. A leader inspires and
supports other people to succeed, and sometimes that involves individual tasks and
sometimes it involves letting things evolve on their own.
4. Leaders Are Willing to Give up control. Managers Set Directions for Everything.
When a direct report becomes too proficient, it can send ill-equipped managers into a
frenzy. Leaders rejoice and recognize that this person is ready for more responsibility and
a possible promotion. Managers may be tempted to keep their tasks and their projects
close at hand. Leaders recognize when someone is ready to take on new responsibilities
and rejoices in that.
5. Leaders Care About the People. Managers Care About the Numbers.
Numbers are important—anyone who tells you otherwise is off his rocker. However, they
aren't the only thing that matters. A manager might bark at a slow-moving worker to pick
up the pace, but an empathetic leader will ask if there is a problem and offer a solution.
Both leaders and managers may end up firing an employee who can't pull it together, but
a leader will try to resolve the issue first.
EDUC212A – LESSON 12: Leadership skills and styles
The following are the categories that can be used to illustrate how people attain
leadership positions.
• Qualified: Some people become leaders because they achieve the necessary
certification or credentials for a position. They may otherwise meet established criteria or
prerequisites that persons in authority over them associate with the leadership position.
Examples: a teacher with the highest degree of educational qualifications.
• Merited: Some people become leaders primarily through faithful and enthusiastic
participation and competent performance over time. These leaders may be considered to
have “paid their dues.” Examples: a teacher that was once a qualifier in the national
competition during college years.
• Captured: Some people become leaders by campaigning for a position, being “political,”
or otherwise maneuvering themselves into a position. Leaders in this category may also
take possession or seize the position through positive or negative means. Examples:
school principals.
• Identified: Some people become leaders because they possess personal or
professional qualities that are recognized as beneficial and undeniable and are
appropriate for meeting the team’s needs at a particular time. Examples: project manager
of a business, military general.
• Defaulted: Some people become leaders simply because other team members are
unwilling or unable to accept the position of responsibility. Example: someone in a small
discussion group needs to lead the discussion.
SKILLS DEMANDED OF LEADERS
There are three broad types of leaders skills according to Prieto, et al (2019). These are:
1. Technical Skill. This refers to any type of process or techniques like sending emails or
preparing PowerPoint presentations.
2. Human Skill. This is the ability to work effectively with people and to build teamwork.
This is also known as people skills or soft skills.
3. Conceptual Skill. This is the ability to think in terms of models, frameworks, and broad
relationships such as long-range plans.
Ideally, school leaders must know how to deal with ideas and people. They are also
expected to have psychomotor skills.
LEADERSHIP STYLES
A leader is someone who has a goal or focus/belief and can convince or influence others
to follow it. It would then seem logical that leaders have some form of power by which
they can persuade or convince others to achieve the same goal or adopt the same
focus/belief.
• Autocratic leaders are those who make decision making by themselves. This happens
when a memorandum is already issued on the implementation of the policies even
without the knowledge of the members on how the policies are crafted.
• Consultative leaders allow the participation of the members of the organization by
consulting them but make the decision themselves. This happens during consultation
meetings called by the school when there are changes in the curriculum, an increase in
tuition fees. However, even with consultations, decisions are still made by leaders.
• Democratic leaders allow their members to fully participate in decision making. This
happened during faculty meetings wherein the consensus of the group is considered as
the final decision.
• Laissez-faire leaders avoid responsibility and leave the members of the organization to
establish their own works. The advantage of this leadership style is allowing each
member to reach a level of maturity wherein the members will work for the good of the
organization even in the absence of their leaders. However, chaos will be inevitable if
members will work only as they please even if it’s against the common good.

EDUC212A – LESSON 13: Leadership theories and models
Leadership Theories - Various leadership theories have emerged over the years in
attempts to explain the complexities of leadership. The following theories offer a diverse
and representative view of leadership.
1. Great Leader Theory. This theory believes that leadership is an inborn quality. It
asserts that leaders in general and great leaders, in particular, are born and not made.
Leaders, according to the theory, must have qualities like a charm, persuasiveness,
commanding personality, the high degree of intuition, judgment, courage, intelligence,
aggressiveness, and action orientation which cannot be taught or learned in a formal
sense. However, leadership qualities are carried in the genes. This means that the
leadership characteristics are inherited in the family from generation to generation.
Examples of born leaders and attained greatness by divine design are Mahatma Gandhi,
Mao Tse Tung, Kamal Ataturk, Abraham Lincoln, General de Gaulle, and others.
Educational Implications of Great Leader Theory. First, this theory teaches us to
recognize greatness and great people who have born talent potential. The theory can
also be used in teaching our students in identifying great men, that we can use their life
history and circumstances to show the trials and triumphs that we all may go through,
and our commonalities. This could also show that we all have the potential to be great.
Second, the theory tells us that we can be great too, individually and collectively, via
collectiveness, collaboration, and relationally. Leadership this way benefits us all. Third,
we can teach our students that as each of us is a product of our society and each of us
has the potential to make a difference, individually and collectively. Finally, greatness can
be learned (Essuman, 2019).
2. Trait Theory of Leadership. This is the modification of the Great Man Theory which
argues that leadership qualities or traits can be acquired. Jenkins identified two traits;
emergent traits (those which are heavily dependent upon heredity) as height,
intelligence, attractiveness, and self-confidence and effectiveness traits (based on
experience or learning), including charisma, as a fundamental component of leadership
(Ekvall &Arvonen, 1991).
The trait theory of leadership states that some certain identifiable qualities or
characteristics are unique to leaders and those good leaders possess such qualities to
some extent. Leadership qualities may be inborn, or they may be acquired through
training and practice. The personality traits are categorized by Allport (1979) into three
levels:
• Cardinal Traits. Traits that dominate an individual’s whole life, often to the point that the
person becomes known specifically for these traits. People with such personalities often
become so known for these traits that their names are often synonymous with these
qualities.
Consider the origin and meaning of the following descriptive terms: Freudian,
Machiavellian, narcissism, Don Juan, Christ-like, etc. Allport suggested that cardinal traits
are rare and tend to develop later in life.
• Central Traits. These are the general characteristics that form the basic foundations of
personality. These central traits, while not as dominating as cardinal traits are the major
characteristics you might use to describe another person. Terms such as intelligent,
honest, shy, and anxious are considered central traits.
• Secondary Traits. These are the traits that are sometimes related to attitudes or
preferences and often appear only in certain situations or under specific circumstances.
Some examples would be getting anxious when speaking to a group or impatient while
waiting in line.
Educational Implications of Trait Theory of Leadership
1. The theory helps us in the selection and appointment of educational leaders, school
heads, head teachers at Basic Schools, and other personnel into any leadership position
in the educational sector. The theory can also be used to assess the leadership qualities
of the applicants vying for the various leadership position in the educational sector and
be able to select the best for effective and efficient administrative management of our
schools.
2. Also, school heads can apply the trait theory in the selection of staff into various
leadership positions in the schools. Example: girls’ scout coordinator, music and cultural
master, sports master, head of departments, housemasters and guidance and
counseling, coordinators.
3. Teachers can also apply the principle in the selection of students into leadership
positions like the supreme student government, classroom officers, club, or organization
leaders to prepare them for the future leadership role.
4. The theory allows the leaders and staff to become aware of their strengths and
weaknesses and plan on how best to develop their leadership qualities.
5. It also gives a detailed knowledge and understanding of the leadership element in the
leadership process among the staff and students in schools. However, school heads
should be mindful of using the trait theory alone in appointing people to leadership
positions since it ignores the followers and the situation that also help a leader to be
successful.
3. Contingency Theory or the Situational Leadership Model. This theory recommends
that leadership style is reliant upon factors such as the quality, situation of the followers,
or some other variables. “According to this theory, there is no single right way to lead
because effective leaders adapt their leadership style to a particular situation of the
members in the organization”. The theory of situational leadership proposes that the style
of leadership should be accorded with the maturity of the subordinates (Bass, 1997). In
other words, the leaders must be flexible and sensitive enough to respond to the
circumstances indigenous to the organizations where they are leading. Fiedler (1987)
taught that three things were important for any leader. Thus:
1. The relationship between the leaders and followers: it is believed that the more leaders
are liked and respected, the more likely have staff support.
2. The structure of the task: if the work to be done is clearly stated to the staff, they will
be more likely to do it, and consequently, the leader is likely to be more effective.
3. Position of power: if the purpose of giving power to the leader is for the effectiveness
of job output, this would quite likely enhance the influence of the leader.
Educational Implications of the Situational Leadership Model
As future teachers, you can use this theory to adapt to the different better personalities of
your students and bringing out the best in them. The diverse individuals in the classroom
require different approaches in helping them to learn. Situational leadership looks at
leadership in different situations and each situation that presents itself needs to be
addressed differently, and for a leader to be effective, they must change his or her style
to fit those situations (PSU WC, 2016).
Leadership styles are broken down into four different categories of behaviors that are
either high or low in either directive or supportive styles: Directing, coaching, supporting,
and delegating. Each one determines what style needs to be used based on the situation
that is presented and the four different developmental levels of the follower.
In a group, the leader will resort in directing the class what to do if the members lack the
specific skills to do the task but with willingness and enthusiasm. However, when they
are demotivated or unwilling to do the job, the leader will choose in telling them what to
do. In instances that members are experienced and able to do the task but lack of
confidence to take on the responsibility, the leader will resort in supporting or participating
in accomplishing the task. Finally, when the members are able, willing, and confident, the
leader uses a delegating leadership style.
4. Behaviorist Theory of Leadership. Behaviour is observable, measurable, and habitual.
In a classroom setting, for example, Luke moves and talks a lot. It is on these observable
and measurable actions that the behaviorist theory was developed. Blake and Mouton
(1985) explained that great leaders are not born but made. According to the behaviorist,
leaders are not born with any special uniqueness, but they can be trained, and traits that
a leader must have can be taught and developed. Therefore, anyone in the class can be
a leader, but they must have the proper environment and training for leadership qualities
to develop. Schools must provide avenues where these leadership potentials are
discovered and nurtured. The research team of Ohio State University and the University
of Michigan discovered two broad categories of behaviors: task-oriented behaviors
(sometimes called initiating structure) and people-oriented behaviors (also called
consideration).
Task-oriented leader behaviors involve structuring the roles of subordinates, providing
them with instructions, and behaving in ways that will increase the performance of the
group. Task-oriented behaviors are directives given to employees to get things done and
to ensure that organizational goals are met.
People-oriented leader behaviors include showing concern for employee feelings and
treating employees with respect. People-oriented leaders genuinely care about the well-
being of their employees, and they demonstrate their concern in their actions and
decisions.
At the time, researchers thought that these two categories of behaviors were the keys to
the puzzle of leadership when leaders demonstrate people-oriented behaviors,
employees tend to be more satisfied and react more positively. However, when leaders
are task-oriented, productivity tends to be a bit higher.
Educational Implications of the Behaviorist Theory of Leadership
A variety of practices such as feedbacking, mentoring, linkages, and networking,
administrative designations can shape the behavior of individuals in leadership positions
and hence serve as the building blocks of leadership development. There should be
appropriate training and a good environment in our school settings for leadership
qualities to develop. Schools should organize development programs that encourage
individuals to see themselves as leaders and should help facilitate leadership acts.

EDUC212A – LESSON 14: Transformational and Servant Leadership
Servant Leadership - first proposed by Greenleaf (1977) is a theoretical framework that
stipulates that a leader’s primary motivation and role is service to others. Greenleaf first
coined this modern term servant leadership in 1970 in the essay entitled, The Servant as
Leader (Spears, 1996). According to Greenleaf, servant leadership begins with the
natural feeling that one wants to serve, to serve first then conscious choice causes one
to aspire to lead (Greenleaf, 2002).
In servant leadership, a leader is called to serve the group members or followers while
leading them. This theory advocates that a leader’s primary motivation and the role is to
serve and meet the needs of others, which optimally should be the prime motivation for
leadership (Russell & Stone, 2002). Greenleaf attached great significance to this idea
that true leadership carries with it the responsibility of first seeking to serve others. He
says that true leadership emerges from those whose primary motivation is a deep desire
to help others. It aims at putting the well-being of the followers before other goals
(Greenleaf, 1977). Servant leaders develop people, helping them to strive and flourish.
In the school setting, the school heads who act as servant leaders must remember that
they serve their teachers, students, parents, and the community and NOT the other way
around.
Characteristics of Servant Leadership
Six Servant Leadership Characteristics developed by Laub (1999) which include:
• developing people
• valuing people
• building community
• displaying authenticity
• providing leadership
• sharing leadership
Page & Wong (2000) identified the following servant leaders attributes:
integrity, humility, servanthood, caring for others, empowering others, developing others,
visioning, goal setting, leading, modeling, team building, and shared decision making.
Russell & Stone (2002) contributed these attributes:
vision, modeling, communication, persuasion, honesty, pioneering, credibility, listening,
integrity, appreciation, competence, encouragement, trust, empowerment, stewardship,
service, delegation, visibility, and influence.
Patterson (2003) also came up with a model that comprises seven dimensions of agape:
love, humility, altruism, vision, trust, empowerment, and service.
Spears (2004) listed ten characteristics that he perceived servant leaders portrayed and
they are:
listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment, and building society.
Educational Implication of Servant Leadership
Servant leaders always lead by serving, appreciating, valuing, encouraging, and caring
for their subordinates. This implies that school heads that practice the servant type of
leadership will always value and encourage their teachers to achieve the objectives of
the school. Listening is critical way leaders demonstrate to show respect and
appreciation to their subordinates. Therefore, headteachers with this kind of leadership
will listen to the concerns of their teachers. Headteachers will create a good working
environment in terms of cordial relationships to promote teamwork. A servant leader is
always a teacher that is, he is always ready to teach others to become leaders. This
would enable heads of institutions to teach other teachers to become good leaders.
Headteachers would be able to delegate their authority to teachers to promote
subordinate commitment.
Transformational Leadership
According to Avoid, Bass, & Jung, (1995), transformational leadership is related with
leaders charisma and with the ability to enact a vision of a more satisfactory future state,
guiding the followers to go beyond their interests and, at the same time, considering the
moral and ethical implications of their actions and goals. Transformational leaders are
those who transform their followers. Through the use of inspiration and motivation, they
motivate their followers to do more than was originally intended – often more than either
the leader or follower thought was possible. In their book Transformational Leadership,
Bass and Riggio argue that “transformational leadership involves inspiring followers to
commit to a shared vision and goals for an organization or unit, challenging them to be
innovative problem solvers, and developing followers’ leadership capacity via coaching,
mentoring, and provision of both challenges and support.”
School transformational leaders achieve these superior results by employing one or more
of these behaviors: Individualized Consideration, Intellectual Stimulation, and
Inspirational Motivation.
Individualized Consideration (Compassionate leader). This is a transformational Inspirational Motivation (Sharing the vision). Leaders with high levels of Inspirational
leadership trait that gives focus on the development of the followers or members. It Motivation behaviors motivate and inspire their followers via the spoken word. They
involves a range of behaviors like listening, coaching, mentoring, and teaching and develop and articulate a vision and the expectations for their follower’s performance. In
directly addresses followers' need for achievement and growth. doing so, they “raise the bar” for their organization, setting new standards and new
targets for their followers' efforts. Creating and sharing a vision for the future, and
In an educational setting, it implies that school heads should encourage teachers to hone
spurring followers to achieve that vision is a phenomenal motivator. It lets people know
their skills by providing opportunities for professional development. Principals should
where they are going and encourages them in the journey.
support the development of professional behavior by providing appropriate training
opportunities for teachers such as in-service training or sending them to continue In an educational setting, the teachers as leaders are characterized by the ability to
professional development courses. inspire to do the activity. Those are the leaders who share their expectations with their
followers, inspiring the latter to commit, take responsibility, and become a part of the
Intellectual Stimulation (Thinking outside of the box). This trait allows leaders to stimulate
shared vision. In their practice, the leaders use symbols and emotional appeal to gather
followers' creativity. Leaders employing intellectual simulation question assumptions,
the efforts of the group members to reach more than they would have done led only by
processes, and existing paradigms, are forcing their followers to rethink their solutions
their interests. In this way, the team spirit is strengthened. These leaders are
and create new approaches to problems. Such leaders include their followers in decision-
characterized by their enthusiasm and optimistic attitude to the future. Teachers are the
making related to such improvements. They support some risk-taking, allowing
enthusiasts who spread optimism thus motivating them for hard work. A teacher is a
subordinates to try their ideas and not over-reacting to failure. If a leader is not accepting
person taking charge of the class, gathering students for joint activity. Both within the
of occasional failures, their followers will be unwilling to take risks. In other instances,
classroom and the school, encouraging taking the initiative and aiming for better results.
innovative efforts are stymied by external requirements. In most instances, however,
people can and will innovate improvements in their jobs and the processes in which they Idealized Influence (Actions speak louder than words). This trait is associated with
are involved if only afforded opportunities. modeling, or “walking the talk.” It often relates to morality and ethics. Idealized influence
leaders exhibited attributes ascribed to them by their followers. The leader’s behavior will
In an educational set up, school heads encourage reflection and critical thinking among
generate respect and admiration among followers. They are endowed by their followers
teachers. They motivate teachers to question continuously problem-solving approaches
with qualities such as persistence, determination, and courage. In an educational setting,
and to reflect critically upon various aspects of school practices. Leadership that
school heads act as role models for their teachers. They set as examples for teachers to
encourages the followers to be creative, not to be afraid of innovations and challenging
emulate. The school head provides staff with orientation on new models for instruction.
their beliefs and values. Leaders of schools support the followers when they are trying
And also teachers also serve as role models for students. Usually, the decision of
new ways to create innovative solutions of educational matters, encourages the followers
students to become teachers is determined by a positive example set by the teacher.
to think independently and solve the problems carefully. Allowing staff to take part in
During the educational process, the teachers earn the trust of the students. They
decision making and creating the room for them to find ways of improving instruction.
recognize the ability of the students and develop them.
Only when the teacher himself/herself is open, creative, continually improving, it is
possible to ensure and encourage the students to look at the world from a new and
creative perspective. Such a teacher encourages students to open their mind and think
creatively and look at the objects and phenomena from a different perspective. This is
done by acting as a facilitator and allowing pupils to think critically into the classroom
problem to find solutions.