Unit 5.

Organizational Leadership
Contents:
 Meaning of Organizational Leadership
 Leadership vs. Management
 Leadership styles (autocratic, consultative, democratic, and laizzes faire
situational leadership, servant leadership, and transformational leadership)
 Teacher Leadership
 SBM; meaning, advantages, disadvantages; demands of/conditions for
SBM to succeed.
 Roles, functions and KSAs required of school heads for effective SBM
implementation.
 Roles and competencies of the school heads as contained in competency
framework for Philippines & South East Asia.

What is Leadership?
 Organizational Leadership
An interpersonal process the involves attempts to influence
other people in attaining organizational goals.
Leadership behavior:
 Can be shown by everyone.
 Is expected be of most managers.
 Is part of effective management.
  Behavioral style of Leadership

 Participative Leadership - Participate leaders or Y leaders invite the active

participation of subordinates to share in decision making process as much
as possible.
Primary concern: Develop group interrelationship as well as getting
the job done.
Participative communication is a two-way process. This requires
patience and a great deal of energy on the part of the leader to stir the group
into participating in planning and deciding so work may be accomplished
effectively.
 Autocratic Leadership - The autocratic leader’s or X leader’s major task is
to command or give orders and assume that people will follow. In this way,
he gets things done fast. This does not mean that he creates an atmosphere
of hostility or negativism but rather sureness of will.
 Instructions are given in detail with care and precision.
 Autocratic communication is essentially one-way with nil
feedback which may result to misunderstanding and subsequent
error.
 The leader does not know directly what the employees feel and
think.
 He makes decision without consulting others.
In addition, the leader must:
 Know himself and his men
 Keep his employees informed
 Set the example
  Make sound and timely decision
 Develop a sense of responsibility among subordinates
through proper supervision and delegation of authority and
responsibility.
 Take responsibility of his actions and the action of
subordinates.
The functions of the leader may be:

direct, such as choosing the group goal, supervising performances, making

decisions, or completing plans or to may be more.

✔️complex such as serving as the group ego.

The group ego develops from the individual egos of the group members; the
group ego develops by:
a. Integrating the groups needs and goals with reality outside the group.
b. Satisfying interpersonal needs within the group.
c. creating an atmosphere free of conflict for group members

Leadership vs. Management

 Leadership is the ability of an individual to influence, motivate, and enable
others to contribute to the organization’s success.
 Management is responsible for controlling an organization, a group, or a set
of entities go achieve a particular objective.

1. Different between leadership and management

 A leader communicates in order to set direction, inspire and motivate their
team.
 Managing is about making sure the day-to-day operations are being
performed as expected.

2. Organizing vs Aligning
3. Difference in Quiries
 A leader ask “ What and Why”
  Managers focus on the question “How and When”
4. Position vs Quality
 Leadership emerges as a result of your actions.
 Manager is a job title that comes with a fixed set of responsibilities.
 Leader communicates in order to set direction, inspire and motivate their
team.
 Managing is about making sure the day-to-day operations are being
performed as expected.

What is Leadership Styles?

Refer to a leader’s methods, characteristics and behavior’s when directing,
motivating, and managing their teams.
 AUTOCRATIC LEADERSHIP – leader who has complete control over all
the decisions.
 DEMOCRATIC LEADERSHIP - ask for feedback and appreciate the
opinions of others.
 LAIZZES FAIRE – letting team do their own task.
 CONSULTATIVE LEADERSHIP – the leaders consult with their team to
obtain their suggestions and opinions.
 SERVANT LEADERSHIP – the selfless desire to serve as a servant first
and leaders second.
 SITUATIONAL LEADERSHIP- adopts their style of leading to suit the
current work environment and needs of a team.
 TRANSFORMATIONAL LEADERSHIP – makes positive changes in the
organization by collaboratively developing new vision for the organization
and mobilizing members to work towards vision.

Introduction
Teachers are leaders all day. They lead by example in the way they act, speak,
and behave. They lead their students through challenging activities and rigorous
learning. Then, they take on additional teacher leadership roles inside and outside
the classroom. Activities, events, and extracurricular programs are what build
positive school culture and often require additional leadership support from
teachers. Endless academic and social opportunities for students within school ‘s
benefit from teacher initiative and leadership capabilities.
What is teacher leadership?
The National Education Association (NEA) (2011) describes teacher
leaders as, "experienced professionals who have earned the respect of their
students and colleagues and have gained a set of skills that enable them to work
effectively and collaboratively with colleagues. They work closely with
principals who have been trained to develop and implement effective
mechanisms of support for teachers and teacher leaders."
Teacher leaders are teachers who, "want to remain closely connected to the
classroom and students, yet are willing to assume new responsibilities that afford
them leadership opportunities in or outside the classroom while still teaching full
or part-time."
Teacher leadership is also a process. Where Teacher leaders are the professionals
who carry through with this process to lead change in their schools for the benefit
of all students. Teacher leaders’ step outside their classroom doors and accept the
challenges to improve their practice through working with colleagues, school
administration and professional staff—as well as students and their families.
Teacher leaders’ step outside the classroom to bring their expertise to a larger
platform, influencing educational culture, practice and growth in their
communities. They may help other teachers improve their ability to instruct
students, or they may lead teams to better meet the needs of the students, school,
and community. Some focus much of their time on helping parents better work
with their children, while others push for reform through political means. In
short, the list of responsibilities teacher leaders take on is seemingly endless.

Roles in teacher leadership

Teacher leaders may be district appointed by staff who fulfill specified roles of
leadership, like instructional coaches, or they may be confident teachers who
naturally assume of are tasked to lead their grade level or department members.

 Administration leadership
• Teacher networks
• Teacher leaders
• Teacher co-ups
• Curriculum specialists
• Educational administrators.
• School principals
• Special education teachers
• University professors
• Career counselors
• Corporate trainers

Why Teacher Leaders are Essential and Beneficial to School Systems

• Teacher Leaders are Resource Providers
Teacher leaders are resource providers passionate about sharing their knowledge
and expertise with students and fellow teachers. They share websites,
instructional materials, readings, articles, lesson plans, and other assessment
tools.
They are generous with their time and expertise—including knowledge
surrounding specialized subject areas such as mathematics, science, social-
emotional learning, or social sciences—their teaching skills, such as teaching
with technology or questioning strategies, and even their expertise in leadership
by helping schools make data-driven decisions for their staff and students.
• Teacher Leaders are Curriculum and Instructional Specialists
Through adaptability, understanding of content standards, and curriculum
knowledge in planning instruction and assessment, teacher leaders help
colleagues implement effective teaching strategies. All of these are essential to
teacher and student success and ensure consistent curriculum implementation
throughout a school and district.
• Teacher Leaders are Classroom and Community Supporters
Teacher leaders significantly contribute and impact in and outside the classroom.
Inside the classroom, teacher leaders help their fellow teachers implement new
ideas by demonstrating lessons, co-teaching, and providing feedback through
observation. Their commitment and motivation for the development of their
colleagues and settings for students to thrive make teacher leaders an essential
part of an educational institution. Outside the classroom, they collaborate and
foster connections with administrators, legislative leaders, parents, and the
community. This often looks like leading committees and connecting outside of
the school setting to discuss and find solutions to district, state, and national
education issues. Through fostering these connections and shared interests,
teacher leaders and the community stay energized and connected to each other
and continue to achieve their goals.
• Teacher Leaders are Trustworthy and Empathetic
Teacher leaders often play the mentor and role model for first-year and early
career teachers, providing much-needed support, guidance, and advice. In this
role, they gain the trust of and develop empathy for others, creating safe,
welcoming learning environments for other teachers and students. Through this
safe environment, teacher leaders enable others to achieve personal and school
goals, achieve a sense of belonging, and strengthen everyone’s openness to
learning and benevolence.
• Teacher Leaders are Courageous Trailblazers and Risk-Takers
“No risk, no reward,” as they say. And teacher leaders have a reputation for a
willingness to try—and sometimes fail—new ideas for their students and fellow
teachers to succeed. Teacher leaders volunteer for pilot projects and pursue
professional development opportunities with the goal of sharing both their
successes and failures. Failure is required for learning, and no one knows that
more than teacher leaders. Plus, by being the initial risk-taker, these leaders
encourage others to do the same by going above and beyond the school’s status
quo.

What is SBM?
SBM (School –Based Management)
Is a decentralized management initiative by developing power on authority
to school heads, teachers, parents, and students.

Advantages of SBM
 Allow competent individuals in the schools to make decisions that will
improve learning;
  Give the entire school community a voice in key.
 Focus accountability for decisions.
 Lead to greater creativity in the designs of programs;
 Redirect resources to support the goals developed in each school.
 Lead to realistic budgeting as parents and teachers become more aware of
the school’s financial status, spending limitations, and the cost of it’s
programs; and
 Improve morale of teachers and nurture new leadership at all levels.

Disadvantages of SBM

 More work of stakeholders

 Less efficiency
 Uneven school performance
 An increased need for staff development
 Confusion about new roles and responsibilities
 Coordination difficulties and;
 Accountability for the consequences of such decisions

Conditions for the success of SBM

 Teachers, school heads must be given the opportunity to make choices.
 They must actively participate in school improvement planning.
 The involvement of parents and teachers must be strongly encouraged and
highly welcomed.

SBM SUB- COMPONENT

 Human Resource Development of Education Management
This sub-component focuses on developing and piloting the appropriate
regional organizational structure to ensure that the divisions actually support the
implementation of school-based management as mandated by the Education Act
of 2001. In order to help the regions perform this function, the sub-component
has developed the technical assistance mechanism that will systematize the
provision of professional help and guidance by the region to the divisions, and by
the divisions to the schools.
  Quality Assurance & Accountability System.
This sub-component offers a mechanism for insuring quality in the critical
systems, processes, outputs, and outcomes of DepEd at various management
levels to bring about improved learning outcomes, continuous school
improvement and better technical and management services. It is supported by
the interlocking processes of monitoring and evaluation that systematically
provide educators timely information useful for planning and for making
decisions and adjustments.

 Programs to Improve Access

Establish the appropriate mechanisms that will increase the effective
initiatives undertaken by the region/division/schools to improve access.

 Unified Information System

The Regional UIS is the ICT-enabled support to the process and information
requirements of SBM, T&D and LRMDS. It aims to strengthen information
management at the target regions and divisions. The SCHOOL board continues to
establish a clear and unifying vision and to set broad policies for the district and
the schools. SBM does not change the legal governance system of schools, and
school boards do not give up authority by sharing authority. The board’s role
changes little in a conversion to SBM.

ROLES OF THE SCHOOL BOARD AND THE SUPERINTENDENT AND

DISTRICT OFFICE?

 Superintendent
-The superintendent and his or her district office staff facilitate the
decisions made at the school level, and provide technical assistance when a
school has difficulty translating the district’s vision into high-quality programs.
Developing student and staff performance standards and evaluating the schools
are also the responsibility of the district staff.
 District
 -The district office will generally continue to recruit potential employees,
screen job applicants, and maintain information on qualified applicants from
which the schools fill their vacancies. The district office may also specify
curricular goals, objectives, and expected outcomes while leaving it up to the
schools to determine the methods for producing the desired results. Some
districts leave the choice of instructional materials to the schools, whereas others
may require schools to use common texts.

Functions of School Heads

Roles Functions Knowledge/ SkiIIs/

Attitudes Required

Visionary, principal, Lead in setting the Change and future

motivator, advocate and vision, mission and orientation
planner goals of the school

Builder of networks and Organize (expand Networking,

support systems school, community and organizing, social
local government mobilization, advocacy
networks and groups
that will actively
participate in school
improvement

Lead in developing the Development of

School Improvement teamwork, building
Plan with the consensus and skills in
participation of the staff negotiation and conflict
and the community resolution
 Lead in developing and Participatory planning
maintaining the School and administrative
Management management
Information System

Generation and use of

data and information as
basis for planning and
management

Curriculum Developer Create a physical and Development of

psychological climate collective accountability
conducive to teaching for school and student
and learning performance

Localize and implement Designing of the

school curriculum curriculum to address
both national goals,
local needs and
aspirations

Encourage development Creation of an open

and use of innovative learning system based
instructional methods on several resource
focused on improving materials rather than on
learning outcomes, single textbooks.
increasing access to
basic education,
improving the holding
power of schools and
addressing specific local
problems

Participatory and peer-

based instructional
supervision

Fiscal Resource Administer and manage Fund Management

Manager all personnel, physical
and fiscal resources of
the school

Encourage and accept Serving as model for

donations, gifts, transparency and
bequests and grants for accountability especially
educational purposes in financial management
and report all such
donations to the
appropriate offices