Strategic Leadership Development:

Global Trends and Approcahes

SONAIKE, JACOB ROYAL

M.S. Geog., M.A. (Urban & Regional Planning)
royalbright2012@gmail.com

Educational Leadership in the Philippines

In Comparison with Other Countries

SCHOOL OF URBAN AND REGIONAL PLANNING

University of the Philippines Pampanga (SACOP)
Diliman, Quezon City. March 8th, 2020
OUTLINE OF PRESENTATION
 Introduction
 Theories of Leadership
 Key Leadership Attributes
 Skills Approach to Leadership
 Behavioral Approach to Leadership
 Blake and Moulton’s Managerial (Leadership) Grid
 Educational Leadership in the Philippines
 Conclusion
Introduction

“Are Leaders
BORN or MADE?”

“Are Teachers
BORN or MADE?”
 Introduction (Cont’d)
1. Do Philippine Teachers Have Similar Perceptions of Leadership to Teachers in Other Countries?

2. Do Male and Female Philippine Teachers Share Similar Perceptions of Leadership?

3. Do Older and Younger Philippine Teachers Share Similar Perceptions on Leadership?

 Introduction (Cont’d)

“A genuine leader Graduated from high “The greatest leader is

is not a searcher school at the age of 15, not necessarily the one
for consensus but received his bachelors who does the greatest
a molder of at 19, master’s at 22, things. He is the one
consensus.” and doctorate at 26. that gets the people to He served as the
do the greatest things.” 40th President of
Assassinated at age 39
Martin Luther King, Jr because he was a civil the United States
- Ronald Regan -
rights leader. from 1981 to 1989
Introduction (Cont’d)

“People can learn to become

leaders through training and
observation”

‘Anyone can Become a Leader’

Theories of Leadership
Over time, a number of Leadership Theories have emerged to explain what
leadership is.
The various leadership theories can be categorized into six (6) basic
approaches.

THE GREAT MAN THEORIES

The earliest studies of leadership adopted the belief that leaders were born
with certain heroic traits and natural abilities. Leadership was
conceptualized as a single “Great Man” who influences others to follow.
Theories of Leadership

TRAIT THEORIES
Beginning in the 1920s, researchers looked to see if leaders had particular
traits or characteristics, such as intelligence or energy, that distinguished
them from non-leaders and contributed to success.
Theories of Leadership

BEHAVIOR THEORIES
These studies were soon expanded to try to determine how effective
leaders differ in their behavior from ineffective ones. Researchers looked at
how a leader behaved toward followers and how this correlated with
effectiveness.
Theories of Leadership

CONTINGENCY THEORIES
Researchers next began to consider the contextual and situational
variables that influence what leadership behaviors will be effective. The idea
is that leaders can analyze their situations and tailor their behavior to
improve leadership effectiveness. Major situations of the variables are –
Characteristics of the followers, characteristics of the work environment and
followers’ tasks, and the external environment. This is also known as
Situational Theory.
Theories of Leadership

INFLUENCE THEORIES
These theories examine influence processes between leaders and followers.
One primary topic of study is charismatic leadership, influence based NOT
on position or formal authority BUT, rather, on the qualities and charismatic
personality of the leader. Related areas of studies are – leadership vision
and organizational culture. They influence people to change by providing
and inspiring vision of the future and shaping the culture and values needed
to attain it.
Theories of Leadership

RELATIONAL THEORIES
Rather than being seen as something a leader does to a follower, leadership
is viewed as a relational process that meaningfully engages all participants
and enables each person to contribute to achieving the vision. Since the late
1970s, many ideas of leadership has focused on relational aspect. That is
how leaders and followers interact and influence one another.
Then, what makes a great leader?
 Passion

People
Adaptability
Management Key
Attributes
Decision of Conflict
Making Leadership Resolution

Creativity Negotiation
 Key Attributes of Leadership

What is a leader’s best asset?

A leader’s best asset involves his/her

ability to motivate and inspire a group of
professionals who are working together
to achieve the goals of the organization.
 Skills Approach to Leadership
The Skills Approach anchors effective leadership on
leadership skills (i.e. learned abilities used to
accomplish a set of goals/objectives).

Emphasis:
Perspective: Skills
•Skills can be learned and developed
Leader-centered •Shift from Traits Approach’s on personality characteristics
 Skills Approach Theories (Cont’d)
According to Katz, 1955, Effective Leadership
depends on the possession of the following Three-
Skills Approach –

Technical Skills Human Skills Conceptual Skills

Ability to work with things Ability to work with people Ability to work with ideas
 Skills Approach Theories (Cont’d)

Knowledge about and proficiency in a specific type of

Technical Skill work or activity;
Competencies in specialized area.

Knowledge and ability to work effectively as a group

Human Skill member and to build cooperative effort within the team he
leads; “People Skills”

Ability to work with ideas/abstractions/hypothetical

Conceptual notions;
Ability to see the enterprise as a whole, how functions are
Skill interrelated and that the organization is part of a
community.
 Behavioral Approach to Leadership

Blake and Mouton’s Managerial Leadership Grid

Blake and Moulton’s Managerial (Leadership) Grid
Two General Kinds of Behaviors

1. Task Behaviors
 Facilitate goal accomplishment and help subordinates
achieve their objectives

2. Relationship Behaviors
 Help subordinates feel comfortable with themselves,
with each either and with their situation
Blake and Moulton’s Managerial (Leadership) Grid
■ Concern for people
• Build trust and commitment
• Promote personal worth
• Provide good working condition

■ Concern for production

• Attention to policy decision
• Process issues
• Product development
• workload
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)
High

9
Country Club Management: Team Management:
Thoughtful attention to the needs of Work accomplishment is from
8 the people for satisfying relationships committed people: Interdependence
leads to a comfortable, friendly through a common stake in
organization purpose leads to
Concern for People 7 organization atmosphere and work
tempo relationships of trust and respect

6 Middle of the Road Management:

5
Adequate organization performance is possible through
balancing the necessity to get work out while maintaining
4 morale of people at a satisfactory level

Impoverished Management: Authority-Compliance Management:

3 Exertion of minimum effort to get Efficiency in operations results from
required work done is appropriate to arranging conditions of work in such a
way that human elements interfere to a Source: Reproduced
sustain organization membership
2 minimum degree from Blake, R. Moulton,
J. (1964).
The Managerial Grid:
Low 1 The Key to Leadership
Excellence. Houston, TX:
1 2 3 4 5 6 7 8 9 Gulf Publishing Company
Low Concern for Production/Results High
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Impoverished Management (1,1)

■ Represents a leader who is

unconcerned with both the task
and interpersonal relationship

 Resigned
 Non-committal
 Apathetic Authority-Complinace

(-) disorganization, dissatisfaction,

disharmony
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Country-Club Management (1,9)

■ Represents a leader who has

low concern for task
accomplisments but has high
concern for interpersonal
relationship
 Resigned
 Agreeable
Noncommittal
 Eager to help
 Apathetic Authority-Complinace
 Comforting
(-) disorganization, dissatisfaction,
(-) Power may jeopardize relationship
disharmony
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Middle-of-the-road Management (5,5)

■ These leaders are compromisers,

with intermediate concern for the
task and intermediate concern for
the peope.
 Resigned

 Avoids
Noncommittal
conflict
 Prefers
Apathetic
middle-ground Authority-Complinace

 One who is dissatisfaction,

(-) disorganization, expedient
disharmony
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Authority-Compliance Management (9,1)

■ Leaders place heavy emphasis on

task and job requirements, and
less emphasis on people.

 Resigned
Controlling
 Demanding
Noncommittal
 Hard-driving
Apathetic Authority-Complinace

 Over-powering
(-) disorganization, dissatisfaction,
disharmony
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Team Management (9,9)

■ Leaders have strong

emphasis on both tasks and
interpersonal relationships.

 Resigned
Stimulates participation
 Enjoys
Noncommittal
working
 Make
Apathetic
priorities clear Authority-Complinace

 Behaves open-mindedly
(-) disorganization, dissatisfaction,
disharmony
 Get issues into the open
Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Application of the Leadership Grid

1. Putting Grid into cognizance.

2. Identify your leadership style.

3. Identify areas of improvement.

4. Develp leadership skills.

Blake and Moulton’s Managerial (Leadership) Grid (Cont’d)

Criticism

• Did not adequately show how leader’s styles are

associated with the performance outcome.

• Failed to find universal style effective in every

situation.
 L E A
Educational Strive for authenticity in D
Leadership R
Conveying convictions about a
their teaching, learning, and
assessment practices by E
in the E better world by
 Creating
experiences
learning
related to
 Articulating a positive future
students’ needs R
Philippines H
for student.
 Showing a genuine interest in  Connecting teaching,
learning, and assessments to
students’ lives
students’ futures
 Contributing to an image of
 Seeking deep understanding S
C teachers as professionals who
makes difference
of tacit teaching and learning
processes
 Demonstrating tolerance and
 Valuing teaching as a key
reasonableness in difficult

A
situations profession
meaning systems
in shaping
H
Facilitate communities of learning
organization-wide process by
Nature a culture of success by  Encouraging a shared,
 Acting on opportunities for others to School schoolwide approach to pedagogy
E gain success and recognition
 Adopting a no-blame attitude when
Improvement  Approaching professional learning
as consciousness raising about
I
things go wrong Student complex issues
 Creating a sense of community Achievement  Facilitating understanding across

Tidentity and pride diverse groups while also

respecting individual differences
P
Translate ideas into  Synthesizing new ideas out of
sustainable systems of Confront barriers in the colleagues’ dialogues and
action by schools’ culture and activities
 Organizing complex tasks structures by
effectively.  Testing boundaries rather
 Maintaining focus on than accepting the status
issues of importance. quo
 Nurturing networks of  Engaging administrators as
support. potential sources of
 Managing issues of time assistance and advocacy
Framework of Teacher as Leaders by and pressure through  Accepting up for children,
priority setting. especially marginalized or
Crowther et al., (2002): disadvantaged individuals or
A priori conceptual framework towards groups
a Framework of Teacher Leadership in
Philippine Public Schools
 Educational Leadership in the Philippines

Traits of Good Leaders Behaviors of Good Leaders

Honest Respect
Dependable Own Well-being
Persistent Teamwork
Vision Performance
Intelligent Shared Decisions
Speaking Morals
Friendly
In each case, in your own opinion, choose the best three (3) by ranking
 Educational Leadership in the Philippines
Traits of Bad Leaders Behaviors of Bad Leaders
Dishonest Own Ego
Inconsistent Not Clear
Stupid No Criticism
No Willpower As Children
Narrow-Minded Selfish
Unfriendly No Teamwork
Dictator
Corruption
In each case, in your own opinion, choose the best three (3) by ranking
 Educational Leadership in the Philippines
How do Philippine teachers compare with those in other countries with
regard to their perceptions of leadership?

Traits of Good Leaders

COUNTRY HIGHEST SECOND THIRD
Philippines Honest (1.64) Persistent (1.10) Vision (1.04)
Taiwan Dependable (1.60) Honest (1.14) Intelligent (0.77)
Qatar Vision (1.22) Persistent (1.03) Dependable (0.91)
Hong Kong Dependable (1.38) Vision (1.27) Intelligent (1.17)
Uganda Intelligent (1.04) Vision (0.93) Speaking (0.89)
Cambodia Persistent (1.81) Intelligent (1.76) Honest (1.63)
Pakistan Intelligent (1.38) Honest (0.79) Friendly (0.77)
USA Dependable (1.67) Honest (1.30) Persistent (1.11)
 Educational Leadership in the Philippines

Behaviors of Good Leaders

COUNTRY HIGHEST SECOND THIRD

Philippines Shows Respect (1.58) Teamwork (1.00) Shared Decisions (0.90)

Taiwan Teamwork (1.46) Respect (1.38) Our Well-being (0.79)

Qatar Teamwork (1.12) Shared Decisions (1.08) Respect (1.05)
Hong Kong Respect (1.61) Teamwork (1.38) Performance (0.88)
Uganda Teamwork (1.22) Respect (1.16) Shared Decisions (1.16)
Cambodia Morals (1.68) Our Well-being (1.21) Shared Decisions (1.08)
Pakistan Respect (1.14) Teamwork (1.12) Our well-being (0.83)
USA Respect (1.37) Performance (1.30) Shared Decisions (1.08)
 Educational Leadership in the Philippines

Traits of Bad Leaders

COUNTRY HIGHEST SECOND THIRD

Philippines Dishonest (1.39) Narrow-minded (1.30) Inconsistent (1.01)
Taiwan Dishonest (1.68) Inconsistent (1.47) Unfriendly (0.97)
Qatar Inconsistent (1.08) Narrow-minded (0.95) No willpower (0.94)
Hong Kong Dishonest (1.65) Inconsistent (1.28) Narrow minded (1.18)
Uganda Dishonest (1.03) Unfriendly (0.98) Inconsistent (0.94)
Cambodia No Willpower (1.15) Stupid (1.08) Dishonest (0.96)
Pakistan Pakistan Stupid (1.31) Dishonest (0.94) Narrow minded (1.01)
USA Inconsistent (1.77) Dishonest (1.08) Narrow minded (1.01)
 Educational Leadership in the Philippines

Behaviors of Bad Leaders

COUNTRY HIGHEST SECOND THIRD
Philippines Dictator (1.54) Own ego (0.99) Corruption (0.98)
Taiwan As children (1.21) Own ego (1.13) Not Clear (1.04)
Qatar Own ego (1.23) Dictator (1.14) No teamwork (0.86)
Hong Kong As children (1.16) Not Clear (1.01) Corruption (0.96)
Uganda Dictator (1.18) Own ego (0.94) No criticism (0.90)
Cambodia Corruption (1.39) Own ego (1.37) Selfish (1.06)
Pakistan Own ego (1.21) Dictator (1.03) No teamwork (0.97)
USA Dictator (1.17) Own ego (0.96) Not clear (0.93)
 Educational Leadership in the Philippines
Other Practices/Behaviors that Affect Leadership Attainment

 Inability to give technical assistance

 Lack of creativity/originality/innovation
 Unethical practices
 High labour turnover
 Poor financial performance
 Poor remuneration
 Corruption
 “Best Countries” Rankings in Public Education
Top 10 Best Countries to Raise Children in 2018 10 Most Educated Countries in the World

1. Denmark
8 Attributes
Determining
Used in
which
1. Canada 56.27%
2. Sweden
Countries were the Best to 2. Japan 50.50%
Raise Kids: care for human
rights, family-friendly, gender 3. Israel 49.90%
3. Norway equality, happiness, income
equality, level of safety, well- 4. Korea 46.86%
4. Finland developed public education
system and well-developed 5. United Kingdom 45.96%
5. Canada health care system.
6. United States 45.67%
6. Netherlands These are also the top 10
best countries for:
7. Australia 43.74%
7. Switzerland education, quality of life,
women, most modern, most 8. Finland 43.60%
8. New Zealand business-friendly, power,
headquartering a corporation, 9. Norway 43.02%
9.  Australia transparency, green living,
citizenship, retiring 10. Luxembourg 42.86%
10. Austria comfortably.
OECD (2019), Adult Education Level (indicator).
https://www.usnews.com/news/best-countries doi: 10.1787/36bce3fe-en (Accessed on 23 January 2019)
Conclusion

“With advancing digital

technologies, changing
workforce demographics
and speed of innovation, it is
becoming increasingly
important for companies to
evolve leadership models,
redesign organizational
structures and drive an
employee-centric culture in
order to remain relevant and
competitive in the
marketplace.”

Ms Nicky Wakefield,
Human Capital Consulting Leader
for Deloitte Southeast Asia.
Deloitte Survey, 2016
 Conclusion

“Education is the most

powerful weapon which
you can use to change
the world.”

– Nelson Mandela –
 Conclusion

On this note, it is important that government should

create a plan for Technology-Enabled Teachers,
Trainers and Leadership Development
Opportunities to align Curriculum, Professional
Development, Infrastructure and Policy with 21st
century employability skills.
 Q/A
[EDU-TAINMENT]
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Thank You For Listening!