Chapter 6

• Instructional leadership


  Involves teachers taking on roles beyond their classroom duties, such as mentoring other teachers, leading professional development, and contributing to curriculum development
• Organizational leadership


  Refers to the broader management of the school or district, including setting a vision, managing resources, and fostering collaboration
• Instructional leadership


  • Sets a clear vision for instruction
  • Provides support for teachers
  • Regularly monitors teaching and student progress
• Relational trust


  • An essential component of instructional leadership
  • Involves communicating interpersonal respect, regard for others, competence, and personal integrity
  • Good leadership communication is critical to supervising and evaluating instruction and is positively associated with student outcomes more generally
• Content knowledge in pedagogy and curriculum

  • Essential for instructional leaders
  • Crucial for understanding the effectiveness of teaching in the classroom, administrative decision-making when managing the instructional program, and the effectiveness of collaborative learning and decision-making
  • Leaders with deeper content knowledge are more likely to be innovative and authoritative, leading to higher levels of trust and collaboration among teachers
• Complex problem-solving


  • A critical skill for instructional leaders
  • Requires uncovering and understanding all the requirements surrounding a particular task or issue and integrating them to identify the best solution for that particular time and place
  • The level at which people perform in their problem-solving depends on the extent to which strategies are structured by definable procedures for reaching the solution, clear solution criteria, the right data and information
• Organizational leadership


  Leaders help set strategic goals for the organization while motivating individuals within the organization to successfully carry out assignments in order to realize those goals
• Components of organizational leadership

  • Visionary approach
  • Effective communication
  • Problem-solving
  • Team building
  • Ethical integrity
  • Confidence in leadership abilities
  • Communication
  • Perspective
  • Attention to detail
  • Ethics
• Management


  • About efficiency, order, and stability
  • Managers excel in planning, organizing, and controlling resources to ensure tasks are completed on time and within budget
  • Focus on maintaining order, optimizing processes, and achieving short-term goals while adhering to established guidelines and standards
• Leadership


  • About inspiration and vision
  • Leaders inspire and motivate individuals to work collectively toward a common purpose
  • Focus on setting a compelling vision, articulating values, and guiding teams through change, uncertainty, and ambiguity
• Types of leadership skills

  • Technical skills
  • Human skills
  • Conceptual skills
• Types of leadership styles

  • Autocratic
  • Consultative
  • Democratic
  • Laissez-faire
• Transactional leadership


  • Focuses on clear structures, requirements, and rewards and punishments for success or failure
  • Based on the idea that workers are not self-motivated and require structure, instruction, and monitoring to complete tasks correctly and on time
• Transformational leadership


  • Focuses on inspiring and empowering others to become the best version of themselves
  • Utilizes the four "I's": intellectual stimulation, individual consideration, inspirational motivation, and idealized influence
• Other leadership styles


  • Authoritarian
  • Democratic
  • Coaching
• Situational leadership


  • Involves adapting leadership style to the situation and the people being led based on their maturity or development level
  • Leaders must be able to move from one leadership style to another to meet the changing needs of an organization and its employees
• Behavior styles in situational leadership

  • Telling/Directing
  • Selling/Coaching
  • Participating/Supporting
  • Delegating
• Situational leadership


  Leadership style characterized by the amount of task behavior and relationship behavior that the leader provides to their followers
• Behavior styles in situational leadership

  • Telling/Directing (S1)
  • Selling/Coaching (S2)
  • Participating/Supporting (S3)
  • Delegating (S4)
• Telling/Directing (S1)


  • One-way communication, leader defines role and provides detailed directions, top-down approach
• Selling/Coaching (S2)


  • Two-way communication, leader provides directions and socio-emotional support, some employee input considered
• Participating/Supporting (S3)


  • Participative decision making, leader exhibits low task behavior and high relationship behavior, passing more responsibility to employees
• Delegating (S4)


  • Hands-off approach, leader believes team is competent, minimal leader involvement, team has high decision-making responsibility
• Servant leadership


  Leadership philosophy that emphasizes serving others as a means to lead, driven by a desire to serve others rather than an ambition to lead
• Robert K. Greenleaf coined the term "servant leadership"


  1970
• Servant leadership


  • Emphasizes empathy and connection over control and domination, effective servant leaders are driven by a desire to serve others
• Differences between servant leadership and traditional leadership

  • Servant leadership emphasizes service to others, holistic approach to work, promoting sense of community, sharing of power in decision-making
  • Traditional leadership emphasizes assertiveness, dominance, self-confidence, leader is comfortable in position of authority, enjoys being in control and keeping information confidential
• Servant leadership


  • Service to others is a priority, power and self-interest are not at the root of authentic leadership
• Servant leadership


  • Calls on organizations to rethink connections between people, organizations, and society, encourages individuals to be themselves in professional and personal lives
• Servant leadership


  • Promotes a sense of community, effective servant leaders' actions are considered the source of this sense of community
• Servant leadership


  • Involves the cultivation of servant leadership qualities in others, encourages talents of employees, empowers work environments, encourages participatory behavior
• School-based management (SBM)


  Strategy to improve education by transferring significant decision-making authority from state and district offices to individual schools, provides principals, teachers, students, and parents greater control over the education process
• Key principles of SBM in the Philippines


  • Leadership and Governance
  • Curriculum and Learning
  • Accountability and Continuous Improvement
  • Management of Resources
• Components of SBM


  • Decentralization of management
  • Collective collaboration and decision-making
  • Delegation of authority
  • Flexible school management method
  • Shared decision-making
  • Empowering teachers
• SBM has been implemented in hundreds of school districts across the country, and the School-Based Management (SBM) System will focus efforts in strengthening support systems of the DepED on School-Based Management
• Advantages of SBM in the Philippines

  • Improved communication
  • Greater accountability
  • Transparency
  • Better decision-making
  • High levels of professionalism
  • Improved student retention and learning
  • Positive school climate
  • Empowerment of school personnel
  • Curriculum development
  • Resource management
• Participatory decision-making needs time and may slow down process
• Roles and responsibilities of SBM in the Philippines

  • Empowering School Leaders
  • Curriculum Development
  • Accountability and Continuous Improvement
  • Resource Management
• How SBM affects the roles of the school board and the superintendent and district office

  School board continues to establish vision and set broad policies, superintendent and district office facilitate decisions made at school level and provide technical assistance
• How decisions are made at the school level under SBM

  SBM promotes decision-making at the school level by decentralizing authority and empowering school constituents, involves creating school management councils that include principal, teachers, parents, and sometimes other stakeholders