Republic of the Philippines

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
Mandaon, Masbate
GRADUATE SCHOOL

LEADING SCHOOL AND

CHAPTER 4 :

COLLEGE IMPROVEMENT

Reporters :
MARIA DONNA A. PUJOL
MICHELLE A. BILAN
MAROJA G. GIGA
EMMANUEL L. BILAN
 GREAT EXPECTATIONS
This chapter explores the contemporary theory and practice of
transformational and distributed leadership, and considers how
far government agencies are justified in their hopes of greatly
improved student outcomes. Two contrasting case studies,
illustrating how specific school leaders have introduced and
sustained major improvement initiatives, help us reflect on the
realism of official expectations. Is the UK government’s focus
on distributed leadership justified?
 TRANSFORMATIONAL LEADERSHIP

Effective school leaders are key to large-scale sustainable education

reform. For some time, educators have believed that principals must
be instructional leader if they are to be the effective leaders for
sustained innovation.(Michael Fullan,2003)
 DISTRIBUTED LEADERSHIP
Distributed leadership is consistent with the school improvement
tradition, with its emphasis on teachers working collaboratively to
increase motivation and commitment, and with an HRM model
that sees empowerment throughout an organization as a major
source of energy and productivity.