Organizational

Module 5
Lesson #1 Leadership
INTRODUCTION
"If your actions inspire others to dream more, learn more, do more and become
more, you are a leader” - John Quincy Adams.

Leadership in the school setting plays a very important factor for making the
organization succeed. It influences people to perform assigned tasks willingly, efficiently and
competently. When good leadership is present in the organization, it can be felt throughout
the entire organization. With good leadership, organizational culture is not forced but
developed. Communication is effective and open. Everyone understands the vision and goals
of the organization, and everyone has input into how the process can be improved.

A good school leader helps set the goals and targets for the school and
motivates teachers, parents, learners, non-teaching personnel and other members of the
community do their task in order to realize the school goals.

When a leader dreams, learns, and does more, they inspire their team to become
more!

This course presents topics on organizational leadership, different organizational

models, sustaining change in the organization and roles of school heads in school-based
management.

Allotted Time: Week 5 (4.5 Hours)

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 OBJECTIVES
At the end of this lesson, you should be able
to:
 Explain what organizational leadership is;
 Distinguish between leadership and
management;
 Discuss different leadership models;
 Discuss how to sustain change in an
Organization.

 ENGAGE
Activity:

Choose an object from the given

illustrations that best symbolizes a leader of
an organization.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
EXPLORE
Activity: Based on the symbol/drawing you have chosen:
Answer each question in 5 sentences.
1. Who is an organizational leader?
2. What do organizational leaders do?
3. What qualities do they possess?

EXPLAIN
Organizational Leadership

Organizational leadership works towards what is best for individual members and
for the organization as a group at the same time. Organizational leadership does not
sacrifice the individual members for the sake of the people nor sacrifice the welfare of the
group for the sake of individual members. Both individual and group are necessary.

Organizational leadership is also an attitude and a work ethic that empowers an

individual in any role to lead from the top, middle, or bottom of an organization. Applied to
the school setting, the school leader helps anyone from the organization not necessarily
from the top to lead others. An example of this leadership which does not necessarily come
from the top of the organization is teacher leadership.

What Makes a Good Leader?

Are leadership and management synonymous? Is a leader a manager or is a manager

a leader? If I am good leader, does it follow that I am also a good manager? Or if I am a
good manager, am I at the same time a good leader?

A school head must be both a leader and a manager. A school head leads the school
community to formulate the vision, mission, goals, and school improvement plan. This is a
leadership function. He/She sees to it that this plan gets well implemented on time and so
ensures that the resources needed are there, the persons to do the job are qualified and
available. This is a management function. Imagine if the school head is only a leader. You
have the vision, mission, goals and school plan but no implementation. The plan is good
only in paper. If you do the task of a manager only, you will be focusing on the details of the
day-of-day implementation without the big picture, the vision and mission. This means that
it is best that a school leader is both a leader and a manager.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 Comparison of Manager and Leader

MANAGERS VERSUS LEADERS

MANAGERS LEADERS

Innovate
Administer Their process is transformational: develop a
Their process is transactional; meet objectives vision and find a way forward.
and delegate tasks.

Work Focused People Focused

The goal is to get things done. The goals include both people and results.
They are skilled at allocating work. They care about you and want you to succeed.

Have Subordinates Have Followers

They create circles of power and lead by They create circles of influence and lead by
authority. inspiring.

Do Things Right
Do the Right Thing
Managers enact the existing culture and
Leaders shape the culture and drive integrity.
maintain status quo.

Types of Skills Demanded of Leaders

Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual.

Technical skills refer to any type of process or technique like sending e-mail, preparing a
power point presentation. Human skill is the ability to work effectively with people and to
build teamwork. This is also referred to as people and skills or soft skills.

Conceptual skill is the ability to think in terms of models, frameworks and broad
relationships such as long range plans. In short, conceptual skills deal with ideas while
human skill concerns relationship with people and technical skills involve psychomotor skills
and things. The ideal school leader possesses all three.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
Leadership Models for a Powerful Leader

Autocratic leaders do decision making by themselves. They make choices based on

their ideas and judgments and rarely accept advice from followers.

Consultative leaders allow participation of the members of the organization by

consulting them but make the decision themselves. This is what happens in consultation
meetings called by schools when they increase tuition fees. Sometimes education
stakeholders get disappointed that their suggestions are not carried after school leaders
have consulted them. They do not understand that consultation does not necessarily mean
approval of stakeholders’ suggestions.

Democratic leaders allow the members of the organization to fully participate in

decision making. Decisions are arrived at by way of consensus. This is genuine participation
of the members of the organization which is in keeping with school empowerment.

In Laissez Faire or free-rein leadership style, leaders avoid responsibility and leave
the members of the organization to establish their own work. This leadership style leads to
the kanya-kanya mentality, one weakness of the Filipino character. There will be no
problem if the situation is deal, for example, each member of the organization has reached a
level of maturity and so if members are left to themselves they will do only what is good for
the organization. On the other hand, it will be chaos if each member will do as he/she
pleases even if it is against the common good.

Which leadership styles are participative? The consultative and democratic

leadership styles are the only ones that allow for participation of the members of the
organization. Between the consultative and democratic styles of leadership, the democratic
style is genuinely participatie because it abides by the rule of the majority.

The Situational Leadership Model

In situational leadership, effective leaders adapt their leadership style to the

situation of the members of the organization, for example, to the readiness and willingness
of group members. Paul Hersey and Kenneth H. Blanchard (1996) characterized leadership
style in terms of the amount of task behavior and relationship behavior that the leader
provides to their followers. They categorized all leadership styles into four behavior styles,
which they named S1 to S4.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
Behavior Styles in Situational Leadership

S1 S2 S3 S4
Selling/Directing Telling/Coaching Participating/Supporting Delegating
Individuals lack the Individuals are Individuals are Individuals are
specific skills more able to do experienced and able to experienced at
required for the the task; however, do the task but lack the the task, and
job in hand and they are confidence or the comfortable with
they are willing to demotivated for willingness to take on their own ability
work at the task. this job or task. responsibility. to do it well.They
They are novice Unwilling to do the are able and
but enthusiastic. task. willing to not only
do the task, but to
take responsibility
for the task.

If the group member is able, willing and confident (high readiness), the leader uses a
delegating leadership style. The leader turns over the responsibility for decisions and
implementation to the members. On the other hand, if the group members have low
readiness, for example, unable and unwilling, the leader resorts to telling the group
members what to do.

In short, competent members of the organization require less specific direction than
less competent members. Less competent people need more specific direction than more
competent people.

Among these leadership styles, no one style is considered best for all leaders to use
all the time. Effective leaders need to be flexible, and must adapt themselves according to
the situation, the readiness and willingness of the members of the organization.

Servant Leadership

Robert K. Greenleaf coined the paradoxical term servant leadership. How can one
be a leader when he/she is servant? That’s the common thinking. But the paradox is
Greenleaf’s deliberate and meanigful way of emphasizing the qualities of a servant leader.
He describes the servant:

It begins with the natural feeling that one wants to serve. Then conscious choice
brings one to aspire to lead. The best test is: do those served grow as persons: do they,
while being served, become healthier, wiser, freer, more autonomous, more likely
themselves to become servants? And, what is the effect on the least privileged in society;
will they benefit, or, at least, not be further deprived? (Greenleaf, 1977/2002, p. 27)

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 The first desire of the servant leader is to serve. How? By leading. The greatest
teacher of humankind, Jesus Christ, was a servant – leader. He taught his disciples “he who
wants to be great must be the servant of all”. The life of the Greatest Teacher was a life of
total service to all.

Servant leadership seeks to involve others in decision making, is strongly based in

ethical and caring behavior, and enhances the growth of workers while improving the caring
and quality of organizational life.

The school head who acts as a servant leader forever remembers that he/she is
there to serve his/her teachers, the students, the parents etc. and NOT the teachers,
learners, parents to serve him/her.

Transformational Leadership

Robert Kennedy once said: “Some men see things as they are, and ask why. I dream
of things that never were, and ask why not.” Those who dream of things that never were
and ask “why not” are not transformational leaders. The transformational leader is not
content with status quo and sees the need to transform the way the organization thinks,
relates and does things. The transformational school leader sees school culture as it could
be and should be, not as it is and so plays his/her role as visionary, engager, learner,
collaborator, and instructional leader. As a transformational leader he/she makes positive
changes in the organization by collaboratively developing new vision for the organization
and mobilizing members to work towards that vision.

To do this the transformational leader combines charisma, inspirational leadership

and intellectual stimulation to introduce innovation for the transformation of the
organization.

Sustaining Change

For reforms to transform, the innovations introduced by the transformational leader

must be institutional and sustained. Or else that innovation is simply a passing fad that loses
its flavor after a time. A proof that an innovation introduced has transformed the
organization is that the result or effect of that change persists or ripples even when the
transformative leader is gone or is transferred to another school or gets promoted in the
organization.

We feel most comfortable with our old pair of shoes. We like to live in our comfort
zones and so sometimes we do not welcome change. And yet if we want improvement in
the way we do things in our organization, in our school or if we want to improve in life we
must be willing to change. The transformational leader ought to deal with resistance to
change to succeed. There will always be resisters to change. To ensure that the innovation
he/she introduces leads to the transformation of the organization.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
ELABORATE
Major Output: (20 points)

Based on this lesson and by means of an acrostic, give qualities or specific behaviors of good
Leaders. Use any-sized bond paper. Create background designs.
L -
E -
A -
D -
E -
R -

Criteria:
Accuracy of the Work 10 points
Creativity 5 points
Neatness and Punctuality of Submission 5 points
20 points

EVALUATE
Direction: Select the letter of the correct answer by encircling it. Use an A4-sized bond
paper. Write your name, course, year and section, name of the subject and the
date of submission. (5 points)

1. Which is the essence of servant-leadership?

A. Leading is serving.
B. Leading is making your subordinates feel your power over them.
C. Leading is ensuring that your self is the first.
D. Leading is changing.

2. What is the message of situational leadership?

A. A leader is first a servant.
B. A leaders must fit leadership style to the follower’s level of readiness and
willingness.
C. A leader can choose the leadership style that fits him most.
D. Authoritarian leadership is best because organization accomplishes much.

3. Who is most interested in improving the present status of an organization?

A. The Authoritarian Leader C. The Transformational Leader
B. The Laissez-Faire Type of Leader D. The Servant Leader

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 4. What must a leader do if he/she wants an innovation to affect substantially and
positively school culture?
A. Sustain the innovation
B. Introduce innovation one after another
C. Ensure that the innovation is welcomed by all, no exception
D. School head is the origin of the innovation

5. Is a manager also a good leader?

A. Yes C. Not necessarily
B. It depends on the person. D. It depends on the type of organization

Suggested Textbooks and References:

Boss, S. (2018). Project Based Teaching: How to Create Rigorous and Engaging Learning
Experiences
Department of Education, a Primer on School Leadership

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 The School Head in School-Based
Module 5
Management (SBM)
Lesson 2

INTRODUCTION

Republic Act 9155 emphasizes that the school head is both an

administrative and instructional leader. As the main function of school is
students’ learning, the school head must
spend more time as an instructional
leader. As an instructional leader, he/she
supervises instruction by observing
teachers while they teach, conducting
post-observation conferences with the
individual teachers, mentoring and
coaching them and ensuring that teachers
have the much needed resources for
teaching. While the concern of
administrative leadership is toward
physical improvement and fund sourcing,
more important concern is focused on the
improvement of instruction as this has a
Source: Clipart Library
direct bearing on learning.
In this lesson, you will see yourself portraying the role of a multi-tasking school
leader and the importance of implementing school policies in order to realize the vision and
mission of the school..

Allotted Time: Week 5 (4.5 Hours)

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 OBJECTIVES
At the end of this lesson, you should be able to:
 Discuss the competencies expected of school heads as contained in competency
frameworks for Philippines and for Southeast Asia.
 Explain the importance of school policies in school operation.
 Explain the meaning, advantages, disadvantages and demands of SBM.
 Explain the roles, functions and competencies of school heads in SBM.

ENGAGE
Questions for Oral Discussion
1. What if schools have no policies on the grading system? What may happen? What
are the possible consequences on the teaching learning process?
2. What if schools have no policies on students’ tardiness and absences? What may
happen? What are the possible consequences on school atmosphere?
3. In your opinion, which of the two roles should be given more attention by the school
head? Should he/she focus on being an administrative leader or instructional
leader? Why?

EXPLORE
Activity: Answer each question below in 3 – 5 sentences.
1. Will an effective teacher automatically be an effective school head?
2. If you were to formulate a policy on food items sold at the school canteen, what
would you propose as a school head? Why?

EXPLAIN
Competencies for School Heads
A. The School Head as an Instructional Leader
Instructional leadership is a quality that demands knowledge, ability,
focused action and shared determination on improvement of instructions that
requires conceptualization, implementation and evaluation of activities and
projects intended to contribute to realize instructional goals.
As an instructional leader, the school head crystallizes the vision of the
school- the image of what school can be and what he wants the school to
accomplish. He translates it into goals and objectives to be attained. He focuses
activities on instruction and the performance of the teacher and continuously
monitors progress. He likewise intervenes in a supportive/ corrective manner when
this seems necessary.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 Strengthening the Principals Instructional Leadership Role
The principal’s highest function is to enhance and strengthen his
instructional leadership. To be strong and effective as an instructional
leader, the principal must zero in on four (4) basic competencies, namely:
Curriculum, Instruction, Performance, and Evaluation.
 Curriculum
The school head ensures that curriculum implementation and
improvement is given attention
● Instruction
The school head must be proficient in helping teachers plan and
implement teaching strategies that match the student’s learning
needs.
● Performance
The school head should steadfastly maintain high expectations for
pupils’ achievement and staff effectiveness.
● Evaluation
The school head should assess pupils’ performance and teacher
effectiveness toward identifying weakness and then reinforcing
appropriate assistance, plans and remediation.

B. The School Head as an Administrative Leader

By definition, a school head means a person who is the most important
member of the organization. Instructional initiatives, strategic thinking, innovation,
stakeholders’ engagement and managerial leadership are the competencies of
administrative leaders.
Personal excellence as the end result of pursuing continuous professional
development redounds to improved administrative and instructional leadership.

C. The School Head and the Community

The school and community are partners in the education of the child. Rightly
so, to be faithful to the descriptive title of this course “The Teacher and the
Community, School Culture and Organizational Leadership, the following indicators
are directed towards the school and community partnership.
 Involves internal and external stakeholders in formulating and achieving school
vision, mission, goals and objectives
 Explains the school vision to the general public
 Aligns the School Improvement Plan (SIP)/Annual Improvement Plan (AIP) with
national, regional and local education policies and thrusts
 Communicates effectively SIP/AIP to internal and external stakeholders
 Involves stakeholders in meetings and deliberations for decision-making
 Provides feedback and updates to stakeholders on the status of progress and
completion of programs and projects
 Creates and manages a school process to ensure student progress is conveyed
to students and parents/guardians, regularly

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
  Recognizes high performing learners and teachers and supportive parents and
other stakeholders
 Prepares financial reports and submits/communicates the same to higher
education authorities and other education partners
 Maintains harmonious and pleasant personal and official relations with
superiors, colleagues, subordinates, learners, parents and other stakeholders
 Listens to stakeholders’ needs and concerns and responds appropriately in
consideration of the political, social, legal and cultural context

In the Southeast Asian Competency Framework, the following competencies

strengthen school and community partnership.
1. Promoting shared responsibility for school improvement;
2. Managing education alliances and networks; and
3. Sustaining collaborative relationships with stakeholders

D. The School Head as a Crisis Manager

Definition of Crisis
Crisis is applied to situations which are perceived at involving an immediate
threat of unacceptable adverse consequences. It is a term generally applied to a
critical situation, a turning point characterized by a sense of urgency.

Elements of Crisis
1. Threat: a potential hindrance to some state of goal desired by an organization or
individual.
2. Decision: time is short when the situation will be altered in the near future after
which no decision can be made only under less favourable circumstances
3. Surprise: refers to lack of awareness by those affected by the crisis, is likely to
occur, but is not equated with the lack of planned response to the situation.
Even if plans exist, an individual can still be surprised.

The Effective Crisis Management Method

1. Plan for crisis. This means being sensitive to various potential crisis situations.
This implies that conflicts, no matter how minor must be confronted so they
don’t blow up into the more difficult to manage crisis
2. The top executive of the organization must be involved. He should be the
primary spokesperson, delivering prepared statements about the crisis. There
should be no delegation of this primary role because this will only bring him
under greater suspicion and scrutiny
3. The organization involved should take the initiative in handling the situation.
S “high touch” response to crisis is, perhaps, the most crucial element of crisis
management aside from planning
4. Communication. Communicate with the media and public as soon as possible.
Within the organization employees must be informed of the crisis and give
some reassurance if possible. Also crisis communication should focus on the
shared objectives between the organization and those affected by the situation.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 5. Action is required. A crisis requires solution, not cover-up or “massaging”
6. Identify and address only those changes that have to be tackled immediately.
This deliberate restriction of scope means that plans are usually interim
measures.

The School Policies and Its Importance

Schools have their own picture of what they want to be ( vision statement ) and so
must offer services and must do what they are supposed to do ( mission statement ) in order
to realize what they envisioned themselves to be. For these to happen, policies must be in
place. Observance of these policies ensures everyone in the school community to tow the
line and so the need for policies.
Schools’ policy on the grading system is important for everyone concerned to know
how grades are derived objectively. Percentage weights for each component are clear.
Teachers are guided in their assessment practices. The grading policy ensures
objective assessment practice. Without the grading policy, grading may become subjective.
Similarly, if there are no policies on students’ tardiness and absenteeism, students
may just come in late or absent. The policies on students’ tardiness and absenteeism
certainly will curb tardiness and absenteeism to ensure learning.

Policy Formulation and Implementation

There are times when a school formulates a policy to address a local problem. In
fact, this is how it should be in a school-community partnership. Ideally, a policy must not
be formulated by the school head by himself/herself. The school head must lead in the
policy formulation process. The word “lead” implies that an effective policy formulation
process must be participatory. This means that it is best that the rest of the school and
community be involved. Two good heads are better than one. Besides participation of
school and community develops a sense of ownership of such formulated policy which
ensures a more effective implementation. This is school empowerment in action. Aside
from involving the school and community in policy formulation, a school head must ensure
wide dissemination and correct and clear understanding of the policy.

Important Things to Remember

 Policies are intended to ensure that schools perform and realize what they have
envisioned for themselves.
 There are policies that come from authorities above the school since the school is a
member of a bigger organization or system.
 Schools are also empowered to formulate their own.
 Policies to address their concerns speedily provided they are not contrary to policies
that come from above.
 School policies are effective when they are formulated with the participation of the
members of the school community as this develops sense of ownership which
ensures implementation of the family.
 Policies must also be widely disseminated for the information of the entire system-
school and community – and must be understood correctly and clearly.
 Policies set order in schools. The absence of clear-cut policies may court chaos.

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
THE CHALLENGING ROLES OF A SCHOOL PRINCIPAL
SOURCE:GALLERY  APRIL 21, 2014 ARIAS
School principals are the key leaders in our educational system. They are responsible of
carrying out the school vision and mission. School Principals play integral roles in making schools
function smoothly. They are involved in all aspects of the school’s operation. They are the
leaders responsible in providing leadership in the development and implementation of all
educational programs and projects in the school. They play a vital role in achieving the
government’s aim to provide quality basic education.
It is evident that the quest for quality education has resulted in a number of initiatives
which have made significant demands on principals in public schools to transform leadership
towards improved school performance, among which is the practice of School-Based
Management (SBM).
T he roles and responsibilities of the school principals are embedded in School – Based
Management as it captures the whole thing in the school as an institution of learning.

The Meaning of School-Based Management (SBM)

School –Based Management is a decentralized management initiative by developing

power or authority to school heads, teachers, parents and students. It is a strategy to
improve education by transferring significant decision-making authority from the DepEd
Central Office, regional offices, division offices to individual schools. SBM provides
principals, greater control over the education process by giving them responsibility for
decisions about the budget, personnel, and the curriculum. Through the involvement of
teachers, parents, and other community members in these key decisions, SBM can create
more effective learning environments for children.

Important Things to Remember:

 SBM means school-based management. It is the empowerment of schools to direct

their own affairs for high performance.
 It involves the school head leading his/her teachers, students, parents and other
members of the community to address problems and concerns with the ultimate
goal of improving school performance. It is based on the principle of subsidiary
which states that it is those who are most involved at the lowest level of the
organization who can best solve their problems.
 The advantages of SBM include:
- Allows competent individuals in the schools to make decisions that will improve
learning;
- Gives the entire school community a voice in key decisions;
- Practices focus on accountability for decisions;
- Demands greater creativity in the design of programs;
- Redirects resources to support the goals developed in each school;
- Leads to realistic budgeting as parents and teachers become more aware of the
school’s financial status, spending limitations, and the cost of its programs;

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
  Disadvantage of SBM
- Participatory decision-making needs time and may slow down process
 Demands of SBM
- Active and intelligent participation of stakeholders
- Democratic and transformative leadership of school head
- Support and openness of higher authorities to schools
 Roles of School Head
- Visionary leader, planner, implementer, evaluator
- Fiscal resource manager
- Curriculum developer

ELABORATE

Research on competencies of school heads/school leaders of other high-performing educational

systems in the world. Example: Finland, Singapore, Canada, etc.

EVALUATE

Direction: Select the letter of the correct answer by encircling it. Use an A4-sized bond
paper. Write your name, course, year and section, name of the subject and the
date of submission. (5 points)

1. Which statement on school policies is CORRECT?

A. They suffocate school climate.
B. They help ensure realization of school goals.
C. They come from above and so by all means be observed.
D. They cannot be changed.

2. Which is the most effective way of making policies?

A. School Head to involve stakeholders
B. Students not to participate since policies are for them
C. Only parents of students enrolled are involved
D. School policies are permanent to build the culture of excellence.

3. Which does the school head do as an instructional leader?

A. Leads in curriculum implementation and improvement
B. Manages education alliances and networks
C. Manages school resources and systems
D. Makes informed decisions

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership
 4. To which domain in School Heads’ Competency Framework is supervising and
evaluating teachers’ performance aligned?
A. Strategic thinking and innovation C. Personal excellence
B. Instructional Leadership D. Stakeholder’s engagement

5. How can a school head create a student-centered learning climate?

I. Set high social and academic expectations
II. Prepare financial reports
III. Create school environments focused on the learner
A. I only C. II only
B. I, II and III D. I and II

Suggested Textbooks and References:

Boss, S. (2018). Project Based Teaching: How to Create Rigorous and Engaging Learning
Experiences
The National Competency-Based Standards for School Heads (DepEd Order No. 32, s. 2010

Module in EDTCOL – The Teacher and the Community, School Culture & Organizational Leadership