UNIT 5 – THE TEACHER AS AN ORGANIZATIONAL LEADER

OVERVIEW

The Teacher as an Organizational Leader

The notion of teacher leadership is not new, but recently it has been transformed. In the past, teacher leadership
roles have been limited in scope and established at the prerogative of school administrators. Teachers have long
served as team leaders, department chairs, association leaders and curriculum developers. In these roles teachers have
often served as "representatives" rather than "leaders" who enact change (Livingston, 1992). In addition,
leadership roles for teachers have traditionally lacked flexibility and required a lengthy, ongoing commitment of
time and energy.

Often the decision to take on leadership tasks has been accompanied by a decision to get out of teaching and into
administration.

A. Defining Leadership

Leadership is a critical aspect of all social endeavors. In schools, talented leadership is essential to
student achievement. School leadership impacts all facets of education: teacher motivation, shaping the
conditions and the environment in which teaching and learning occurs, and interaction with the broader community.

Leadership is a complex process by which a person influences others to accomplish a mission, task, or
objectives and directs the organization in a way that makes it more cohesive and coherent. A person carries out this
process by applying her leadership attributes. (belief, values, ethics, characters, knowledge, and skills) Leadership is the
ability of an executive to direct, guide, and influence the behavior and work of others in order to achieve specific goals in
a given situation.

A manager's ability to inspire trust and zeal in his or her subordinates is known as leadership.

Leadership is the ability to influence the behavior of others. It is also defined as the ability to persuade a group
to work toward a common goal. Leaders must create future visions and inspire organizational members to want to
achieve those visions. Leadership is an influence relationship among leaders and followers resulting in outcomes that
reflect shared purposes.

Principle of Leadership

1. Know yourself and seek self-improvement- in order to know yourself, you have to understand you be, know, and do
attributes. Seeking self- improvement means continually strengthening your attributes.
2. Be technically proficient as a leader, you must know your job and have a solid familiarity with your employees' job.
3. Seek responsibility and take responsibility for your action-analyze the situation, take corrective action, and
move to the next question.
4. Make sound and timely decision- use good problem solving, decision making, and planning tools.
5. Set the example- be a good role model, they must not only hear what they are expected to do, but also see.
6. Know your people and look out for their well-being know human nature and the importance of
sincerity caring for your workers.
7. Keep your people informed- know how to communicate to your people.
8. Develop a sense of responsibility in your people- develop goods characters traits within your people that will help
them carry out their professional responsibility.
9. Ensures that tasks are understood, supervised, and accomplished-communication is the key to this responsibility.
10. Train your people as a team- although many so-called leader call their organization, department, section, they are
not really teams, they are just a group of people doing their jobs.
11. Use the full capabilities of your organization- by developing a team spirit, you will be able to employ your
organization, department, section, to its fullest capabilities.

FOUR FACTORS OF LEADERSHIP

Followers are the subordinates of a head. Leader must know his people.
✓Leader- Leader must know his people. The fundamental starting point is having a good
✓understanding of human nature, such as needs, emotions, and motivation.
✓Communication maintains good relationship between leader and followers as well as shows the leader efficiency. A
head lead through two-way communication.
✓Situation- The situation normally has a greater effect on a leader's action than his or her traits. This is because while
traits may have an impressive stability over a period of time, they have little consistency across situations.

B. The Nature of Administrative Work

Good leadership in schools is the practice of encouraging and enabling school-wide teaching expertise in order to
achieve a strong rate of progress for all learners. For teaching staff and future leaders in the education sector, it's
important to understand what the benchmark is for good leadership in schools, and how it can be used to drive
lasting change.
1. Trait Approach to Leadership -The trait theory of leadership focuses on identifying different personality traits and
characteristics that are linked to successful leadership across a variety of situations. This line of research
emerged as one of the earliest types of investigations into the nature of effective leadership and is tied to the "great
man" theory of leadership first proposed by Thomas Carlyle in the mid-1800s. Carlyle's theory of leadership was based
on the rationale that: Certain traits produce certain patterns of behavior.

Patterns are consistent across different situations. People are "born" with leadership traits. The trait approach to
leadership concentrates on the idea that great leaders are born with the given abilities, and not a learned ability.
According to Northouse (2016)," the situational approach stresses that leadership is composed of both a directive and a
supportive dimension, and that each has to be applied appropriately in given situation. According to this theory, the
most effective leaders are those that are able to adapt their style to the situation and look at cues such as the type of
task, the nature of the group, and other factors that might contribute to getting the job done.

2. Situations and Leadership-Successful leaders could look at situations with different perspectives. They
assess the situation and behaviors of the team members in play, after which they determine the type of leadership
approach to use to get the best result. The situational leadership theory and situational leadership model work to ensure
success, due to the following.

1. It is a more flexible approach to leadership

2. It encourages successful collaboration among team members
3. Adaptability is encouraged to fit past, present & future situations
4. It encourages socio-emotional support for subordinates
5. It assesses maturity levels of people within the organization
6. It encourages provision of direction & guidance for subordinates
7. Work productivity can be enhanced with situational leadership
8. It can boost employee motivation within a business organization
9. It increases awareness of current organizational situations
10. Situational Leadership can counter volatility
11. Situational Leadership can counter uncertainty
12. Situational Leadership can decipher situational complexity
13. Situational Leadership can beat ambiguity
14. Using Situational Leadership, you can control all possible outcomes
15. Using Situational Leadership, adapt your style to those you lead

2. Situational leadership is a relationship-oriented type of leadership. It bases a leader's directives on the readiness and
ability of his followers. This is why it is seen as a "flexible approach". The leader does not use a single style of leadership
across all his team members. In order for it to work, the leader must have established a relationship with his team
members in order to understand their state of mind when receiving directions for the tasks they need to
complete. Looking at Ken Blanchard's model for the succeeding examples: a leader will most likely use a directive
style of leadership to a new employee as they are still new at learning their task. However, the same leader may delegate
the task of training to their most tenured and highly motivated team member.

3. Behaviors and Leadership

Adopting positive leadership behavior can motivate your team to be more effective and increase its ability to
reach goals. It also helps you to retain top talent within your department, as team members will value the opportunity to
work alongside you. Leaming how to behave like a leader can take practice and a strong sense of self-awareness as you
monitor your own actions. In this article, we discuss why leadership behaviors are so important within an organization
and share some simple steps you can take to start to develop your own effective leadership behavior. Behavioral
leadership theory is a management philosophy that evaluates leaders according to the actions they display in the
workplace. Supporters of this theory believe that all you need to do to bean effective leader is to learn a certain set of
behaviors. If you are interested in becoming a more efficient leader or in implementing a new leadership style, you can
benefit from learning about

What is behavioral leadership theory?

Behavioral leadership theory argues that the success of a leader is based on their behavior rather than their natural
attributes. Behavioral leadership theory involves observing and evaluating a leader's actions and behaviors when they
are responding to a specific situation. This theory believes that leaders are made, not born. Proponents of this
theory suggest that anyone can become an effective leader if they can learn and implement certain behaviors

Behavioral leadership theory is highly relevant in several fields. This theory promotes the idea that all leaders are
capable of learning and developing through adopting beneficial behaviors and performing them in their workplace.

Behavioral leadership theory also encourages leaders to be self-aware of their behavior and to recognize how it affects
the productivity and morale of their team
Types of behavioral leadership

There are several key styles of behavioral leadership. Each one involves a different set of behaviors and may be more or
less effective in certain work environments:
People-oriented leaders
Task-oriented leaders
Participative leaders
Traffic jams quo leaders
Indifferent leaders
Dictatorial leaders
Country club leaders
Sound leaders
Opportunistic leaders Paternalistic leaders
People-oriented leaders
People-oriented leaders focus on behaviors that allow them to meet the needs of the people they interact with,
including supervisors, employees and clients. They are primarily driven by interpersonal connection and
communication. People-oriented leaders build relationships with their team. members to motivate them to perform
well. This type of leader favors behavior related to:
Encouraging collaboration
Rewarding success
Observing their team's progress
Mentoring team members

Task-oriented leaders
Task-oriented leaders are primarily focused on setting goals and achieving objectives. Task- oriented leaders thrive in a
well-structured environment and often show authoritative behavior. They are typically more focused on their team's final
results rather than the day-to-day developmental process.
Behaviors that are common for a task-oriented leader include:
Initiating projects
Organizing processes Clarifying instructions
Gathering relevant data

Participative leaders

Participative leaders make an effort to include their entire team in decision- making processes. They
prioritize active communication, collaboration and feedback. Participative leaders know their team's strengths and
weaknesses and assign tasks accordingly. This leadership style allows every team member's voice to be heard and
considered. Participative leaders are likely to:
Facilitate team meetings
Ask for constructive feedback take suggestions for improvement
Delegate tasks to other team members

Status-quo leaders

Status-quo leaders make an effort to prioritize both productivity and employee satisfaction. They ensure that all tasks are
finished on time while also providing support and encouragement to their team members. Staus-quo leaders typically
meet the needs of their team without going above or beyond expectations. Some behaviors associated with status-quo
leaders include:
Distributing tasks evenly Requiring regular progress reports
Enforcing company policies fairly
Responding to feedback neutrally

Indifferent leaders

Indifferent leaders do not prioritize interaction or communication with their team. They usually oversee
progress from a distance and do not contribute to their team's daily efforts. They are primarily focused on personal
success and advancement. Due to the lack of cooperation, an indifferent leadership style is widely considered
the most ineffective of the behavioral leadership types.
Behaviors typical for indifferent leaders include:
Avoiding questions
Procrastinating
Self-preserving
Assigning unwanted tasks to others
Dictatorial leaders

Dictatorial leaders often value results more than they do people. They may pressure their team members to perform
well even during stressful or challenging periods. Dictatorial leaders are often successful in delivering high- quality results
but may experience high-turnover rates due to employee dissatisfaction and burnout.
The behaviors of a dictatorial leader include:
Setting inflexible deadlines Disregarding excuses
Ignoring feedback
Achieving short-term goals

Country club leaders

Country club leaders prioritize their team members' happiness and satisfaction level. They believe that a team that is
comfortable and well- provided for is more likely to be successful. Team members are likely to show high levels of trust
and loyalty when working with country club leaders.
Some country club leaders might sacrifice productivity in exchange for improving their team's morale or
workplace relationships. Country club leaders' behavior often involves:
Responding to team member feedback
Focusing on employees' well-being

Defending employees' interests and rights Supporting the team members' decisions Sound leaders-Sound
leadership is considered the most effective type of behavioral leadership.

However, it is typically difficult to practically implement. Sound leaders equally prioritize productivity and
team morale. They value their team members, set achievable goals and deliver high- quality results. They are intrinsically
motivated to succeed and find satisfaction in supporting their team's progress.
Sound leaders exhibit behaviors like:
Encouraging open communication
Allowing employees to work independently
Listening to and implementing feedback
Providing training and continuing education to team members

Opportunistic leaders

Opportunistic leaders pick and choose different behaviors from the previous. styles. They can adjust and adapt their
leadership style to fit a particular situation. They are goal-oriented and will use whatever methods are necessary to
achieve their objectives. For example, they might adopt a dictatorial persona in the weeks leading up to a
major deadline and then shift to country club leadership afterward to repair their relationship with their
team. The specific behaviors of an opportunistic leader vary, but may include:
Lack of consistency
Pursuing results regardless of cost
Enforcing their own standards for success Caring for their team to improve performance

Paternalistic leaders
This leadership style strives to be stern but fair, much like a father with a child. Paternalistic leaders are goal-oriented
but are willing to be flexible regarding methodology. They frequently se lofty goals and reward team. members that
achieve them. They value their team members' individual skills and offer opportunities for them to develop
professionally. Other behaviors associated with the paternalistic style include:
Rewarding positive behavior or success
Disciplining failure
Offering leadership opportunities to promising employees
Disregarding feedback

4. Leadership Effectiveness

Leadership Effectiveness is the key analyst of organizational success or failure while examining the factors
that lead to organizational success. To lead a team you need to understand leadership effectiveness and for this, it is
necessary to learn to understand, to be understood later, if we want to change a situation, we must change ourselves, to
be able to change effectively, we must first change our perceptions. To relate effectively with other people, we must
learn to listen. And this requires emotional control. Listening requires having highly developed qualities of
character such as patience, being open to change and criticism and wanting to understand. It is important and effective
to act from a low emotional level, give advice and direct at high levels.
1. Personality
Successful leaders have a pleasing personality. Personality is the sum of physical, mental, and social qualities.
Personality is the only characteristic of a good leader to influence the subordinates.
2. Human Skills
The human skills refer to interpersonal skills. The leader must understand the feelings, emotions, and
expectations of the subordinates. Such knowledge would enable the leader to develop interpersonal relationships with
the subordinates, which are vital in any organization
3. Communication Skills
Effective leaders are good communicators. Effective communication in three critical areas is the key to win trust and
confidence of the subordinates: Enabling employees to understand the company's overall business strategy. Informing
the employees and sharing information with them
4. Administrative Skills
Leadership should be administered as required to undertake management functions such as planning, organizing,
directing and controlling.
5. Decision Making
Leadership Effectiveness helps leaders in effective decision making. There is a need to identify the
problems. Accordingly, alteration solutions must be listed. After analyzing the cost- benefit of every alternative
solution, the leaders need to select the best solution to solve the problem.
6. Conceptual
Leadership should be conceptual as it helps to visualize and analyze problems or situations. A top-level leader
considers a long term perspective. They need to handle difficult or complex situations.
7. Innovations
Leadership should bring in innovation in an organization. Innovation should be creative. Therefore the leader
should have the imagination to develop new ideas or new was to handle the activities or situations. A good subordinate
expects the leader to be innovative.
8. Initiative
The quality of leadership should be initiated, as the leader should be initiated. Effective leadership can take
place only when the leader is at the position to do the right things at the right time without being reminded. The
decision should be taken without causing delay and inconvenience to others. Therefore, the leader should initiate the
subordinates as well.
9. Intelligence
An intelligent leader is efficient enough to make decisions and to deal with people. There is a need to have
intellectual intelligence and emotional intelligence. This would enable ineffective leadership of taking the right
decisions not only in the interest of the organization but also in the interest of employees.
10. Ethics and Values
Leadership effectiveness also involves ethics and values. There shouldn't be any kind of cheating or manipulation.
It is important to have honesty, integrity. compassion, and courage among the leaders
11. Respect and Trust
People are naturally drawn to leaders whom they trust and respect. Fear and control based leadership could get
some followers in the short-term, but such coercive leaders will not earn the loyalty of subordinates. To build a loyal
team, a leader must be trustworthy.
12. Delegation
One cannot do everything. The leader needs to delegate tasks effectively. The leader needs to know each member's
strengths and weaknesses and delegate responsibilities accordingly. This would make the team members feel
appreciated and recognized.
13. Appreciation
A leader should value each team member and makes each member feel valued. Each member of the team feels their
role is important and appreciated. Praise in public and criticize in private.
14. Handling Success and Failures
It is very important that a great leader should know how to handle each success and failure. Celebrate the successes.
At the same time, the leader should learn from the failures. Remember whenever there is a success; attribute it to the
entire team. When the team faces a failure, accept responsibility for the failure.
15. Contingency Models of Leadership

What Is the Contingency Theory Of Leadership?

Throughout history, multiple schools of thought have argued about the most effective leadership style.
Popular among them is the Contingency Theory of Leadership. It states that a leader's effectiveness doesn't depend
on their abilities. External factors like environment, culture and social relationships influence the leadership process.
Contingency theorists suggest that no matter how talented leaders are, they'll likely struggle to meet demands at some
level. For example, the COVID-19 pandemic has forced some of the most successful leaders to shut down their business
ventures.

Types Of Contingency Theories

Fred Edward Fielder, an Austrian-American psychologist proposed the first comprehensive Contingency Theory of
Leadership. Subsequent contingency theories emerged: Hersey-Blanchards' Situational Leadership Theory and Robert.
House's Path-Goal Theory. Let's look at the different contingency theories in detail
1. Fielder's Contingency Theory

This theory suggests that successful leaders exercise control over a situation that's influenced by three distinct factors.
The Fiedler Contingency Model was created in the mid-1960s by Fred Fiedler, a scientist who studied the personality and
characteristics of leaders. The model states that there is no one best style of leadership. Instead, a leader's effectiveness
is based on the situation.
A. Leader-Member Relations:
If you're well-liked and trusted by your team, you can communicate your ideas with greater conviction
and it's easier for you to exercise effective leadership.
B. Task Structure:
When there's a structured approach to work, your team finishes their work on time. A well-specified plan of action
directs everyone to their goals.
C. Position Power:
The more power (and influence) you have over your team, the greater control you have over your situation to
exercise successful leadership.
Fielder's Contingency Model also suggests two key leadership styles.
Task-oriented leadership: You prioritize performance. structures, plans and schedules to get things done.
Relationship-oriented leadership: You foster positive relationships with your team, peers and coworkers by
encouraging teamwork and collaboration

2. Hersey-Blanchard Contingency Theory

Created by two leadership experts-Paul Hersey and Ken Blanchard, the Situational Leadership Theory
suggests that no leadership style is superior to another. Instead of focusing on environmental factors, individuals
should adapt their leadership style based on activities and relationships. The theory proposes different
leadership styles: Delegating Style, where you allow your team to take responsibilities and make decisions. Participating
Style, where you help those who struggle to meet their targets or lack the confidence to carry out responsibilities. Selling
Style, where you communicate ideas and strategies in persuasive ways to boost your team's productivity. Telling Style,
where you provide direction and closely monitor your team's progress.

3. Path-Goal Contingency Model

Developed by Robert J. House, a professor of leadership and organizational behavior, the Path-Goal Theory states that
a leader must shed light on the path to a goal. In other words, an effective leader is someone who provides clear
direction, sets big milestones and supports those pursuing their goals. There are various path-goal leadership styles.
Directive Leadership: You let your team know about your expectations and help them schedule work accordingly.
Supportive Leadership: You treat everybody with equal importance and create a friendly and supportive
work environment. Participative Leadership: You consult your team members during decision-making; this establishes
trust between you and your team.

Achievement-Oriented Leadership: You set challenging milestones and expect everybody to perform their best; you
guide them wherever necessary

Two Sides Of Contingency Theory Of Leadership

Now that we've established how leadership styles change according to situations, let's explore the advantages and
disadvantages of the Contingency Leadership Theory.

Advantages
1. Contingency theory is grounded in empirical research and has developed over the years. It has broadened the
scope of understanding leadership.
2. Since the theory proposes that no particular leadership style is perfect, you get to define leadership the way
you want to. You set your own rules, targets and expectations.
3. Since the Contingency Theory is situation-specific, it helps to keep up with changing business needs and is
ideal for fast-paced businesses
Disadvantages
1. As there isn't any standard definition of effective leadership, you have no examples to learn from.
2. Your interpersonal relationships and contexts matter more than your abilities. There is too much emphasis on
the situation.
3. As there isn't any single optimal solution to a problem, you may spend hours before you're able to resolve the
problem(s)

LEARNING CONTENT. Transformational Leadership

C. TRANSFORMATIONAL LEADERSHIP

Effective school leaders apply their educational expertise and management skills in order to focus their efforts, and
those of their teaching staff, on improving the quality of student learning outcomes. Part of this involves keeping the
document valley has of charge on Student up-to-date on the latest teaching technologies and trends. It also requires
excellent interpersonal skills as leaders work with students, staff, parents and external communities to gain constant
feedback and find opportunities to innovate. School leaders need to have a solid grasp of operational best practices and
an aptitude for enabling continuous development. Good leadership in schools helps to foster both a positive and
motivating culture for staff and a high-quality experience for learners. Leaders at all levels in schools can contribute to
this by developing the top skills needed by school leaders.

Transformational leadership is a leadership theory where a leader works with followers to identify the changes
needed, create a vision through inspiration, and execute the change with a group of highly committed followers.
Transformational leadership is the new leadership paradigm as it focuses on charismatic and affective leadership
elements (PSU WC, 2016, L.10). As the name suggests, the leadership theory seeks to create a new
approach to leadership. Over time, the leadership model has become popular following its focus on intrinsic
motivation as well as follower development which is in line with the needs of most workgroups that may require
inspiration and empowerment to succeed in difficult times (Northouse, 2016).

Development of Transformational Leadership:

Transformational leadership emerged as a significant leadership style that linked the roles of leaders and followers.
Transformational leaders are believed to tap the potential and motives of followers to make it easier to reach the goal of
the team. The style illustrates that leadership is different from power since it is inseparable from the needs of the
followers (Northouse, 2016). It means that the leader does not act because of the power bestowed on him by his
leadership position. He acts in the interest of the followers seeking to work with them to attain the set
vision. A transformational leader may spend time seeking to influence the followers to understand and accept his vision.

The Four I's

In Bass' interpretation, he identified four separate elements that make up a Transformational Leader, which became
known as the 4 I's. These were:
1. Idealized Influence (II)
2. Intellectual Stimulation (IS)
3. Inspirational Motivation (IM)
4. Individualized Consideration (IC)
These 4 elements, in Bass' view, were crucial if a leader wished to inspire, nurture and develop their followers.
These would be used to create an open, communicative and diverse culture, allowing followers to freely share ideas and
therefore to empower them on an individual level.

Transformational leaders are often described as mentors and role models as they lead by example, encouraging an
environment where innovative thinking is aligned with the values, beliefs and objectives of the organization, and
individuals are openly recognized for their contributions, and for going above- and-beyond the norm expected of them

“ Lead and inspire people.

Don’t try and manage
people. Inventories can be

WHAT IS LEADERSHIP FOR YOU?

-Leadership is commonly defined as the ability to or the act of leading group of people or organization.

- Leadership is viewed in different ways and different leaders used different style in leading people. It depends on the
type of leadership they used with their member and inside their organization

THREE TYPES OF LEADERSHIP

1. TRANSACTIONAL LEADERSHIP

-Is also known as a managerial leadership. The leader apply the concept of reward and punishment to his/her
subordinates to control and motivate them. Prizes and punishment are primary tools used by the leader to motivate
subordinates to make action and work.
-In this type of leadership the leader uses his authority and power over his subordinate.
Transactional leadership is on leader-follower relationship.
-Transactional Leadership can be mostly seen in school. It is on the relationship between the teacher and student.
-EXAMPLE : Students required or obliged to accomplish and complete their activities, outputs, and projects. If they were
able to do so they are awarded with good marks and have the possibility to pass, meanwhile if not they will be receiving
a failure one.
-APPROACHES IN TRANSACTIONAL LEADERSHIP :
CONTINGENCY – It’s the use of reinforcement theory, which is the reward and punishment.
ACTIVE MANAGEMENT BY EXCEPTIONS – Leaders rely on active monitoring in order to predict problems and provide
solutions
PASSIVE MANAGEMENT BY EXCEPTION – Transactional leaders keep out of the team’s way and only get involved
when employee performance standards aren’t being fulfilled.
2. PSEUDO -TRANSFORMATIONAL

-Considered to be leadership that prioritizes the leader’s own interests over those of others.

These executives are more driven by a desire for personal gain than by a desire for company success. Leaders on this
type are able to show control over their followers, however, they lack concern for their followers.

-Identifying pseudo transformational leadership can be tricky, due to the fact that it appears transformational in the
outside.

-EXAMPLE

3. TRANSFORMATIONAL LEADERSHIP

-This leadership is a process on transforming people. It is concerned with emotions, values, ethics, standard, and long-
term goals. It is an approach that result change to individuals and social system. Leaders on this type encourage and
motivate their subordinates with their influencing power. They act as role models and motivators, they do not only
involve in the process but they also help other members of the group to succeed.

-EXAMPLE : A former statistician decided to work as a math teacher. A transformational teacher will not disregard his/her
abilities and skills, instead he/she will encourage the new teacher to find engaging ways to teach statistic.

Other recognizable figures that is mostly cited when it comes to transactional leadership.

THEORY AND LEADERSHIP ABOUT TRANSFORMATIONAL LEADERSHIP

Transformational Leadership was first developed and validated theory that emphasize values and morals in leadership. It
is an approach that focus on how leaders can create valuable and positive changes to their members or followers.

JAMES MCGREGOR BURNS

James V. Downtown introduced the Transformation Theory in 1987, which was further developed by James McGregor
Burns, a presidential biographer and leadership expert. Burns describe two leadership style : Transactional and
Transformational Leadership.
According to Burn’s transformational leadership theory, the leadership process is based on the mutual help of the leader
and subordinates to each other for motivation and to increase their morale.

Burn’s Transformational Leadership Theory is based on the following assumption :

A leader with a position of high morals motivates people to a great extent and this makes people follow him/her in full
zeal.

It is always better to work as a team for a shared or common vision for better results and performance as compared to
work as individuals.

According to Burns, transformational leadership can be seen when

“ Leaders and followers make each other advance to a higher level of moral and motivation. “
People who have Transformational Leadership possess four attributes to varying degrees ( Bass, Avolio, & Atwater, 1966):
Charismatic ( highly liked role models )
Inspirational ( optimistic about goal attainment )
Intellectually (encourage critical thinking and problem solving)
Considerate

BERNARD M. BASS
Later , few years after, Bass expanded Burn’s idea to develop what is referred now as Bass Transformational Leadership.
Furthermore, Bass also suggested that there are primary elements or components of transformational leaders, also
known as the 4I’s
 Intellectual Stimulation
- Transformational Leaders challenges followers to be innovative and creative. Leaders encourage their members to
explore new ways to accomplish things and new opportunities to learn. They encourage their colleagues to be creative
and innovative.
 Individual Consideration
-Transformational Leadership is also about encouraging every member of the group. It is empowering members to make
decisions and allowing them to share their ideas. Members are treated differently based on knowledge, skills, and needs
as an individual member of the group.
 Inspirational Motivation
-Transformational leaders have a clear vision and knows what they want to achieve. They can clearly articulate this
vision and goals to the group and encourage members to feel the same passion and motivation to fulfil these goals.
 Idealized Influence
- Leaders serves as an ideal role model for followers and is admired for this. According to
Bass, leaders gain respect, trust, loyalty and admiration from their followers. As a leader they have a big impact to the
performance of their subordinates.

LEADERSHIP THEORIES
1. Transformational leadership is more humane leadership theory, as compared to the militaristic transactional
theory.
2. It believes in inspiring employees to do great work through example and the force of a leader’s personality.
3. People’s rise higher through positive motivation, than negative motivation.
4. It is a leadership theory which appeals to the higher needs of an individual in the Maslow’s hierarchy of needs,
which is self-actualization.

D. EVOLUTION OF LEADERSHIP THEORY

Leadership is one of the most complex and multidimensional phenomena. It has been studied extensively over the
years and has taken on greater importance than ever before in today’s fast-paced and increasingly globalized world.
Nonetheless, leadership continues to generate captivating and confusing debate due to the complexity of the subject.
Bennis notes that ‘leadership is the most studied and least understood topic of any in the social sciences’ and ‘never
have so many laboured so long to say so little’. Researchers have proposed many different definitions and theories of
leadership.

Stogdill defines it as ‘an influencing process aimed at goal achievement’, focusing on leadership as a process directed
at influencing a specific group of people to meet a stated objective. Kouzes and Posner similarly believe that ‘leadership
is the art of mobilizing others to want to struggle for the shared aspirations’ and Maxwell states that leadership is
simply influence. Yet there is no one definition or particular leadership approach that is considered universal and
efforts continue in trying to identify what makes an effective leader. Effective leadership is recognized as key to the
success of any organization. In fact, there has been a shift towards acknowledging the importance of human capital and
organizational management. But what is the difference between leadership and management? Leaders are
generally viewed as visionaries and strategist whereas managers monitor and control performance, maintaining order
and stability in an organization. Some researchers argue that leaders and managers have distinct roles and
responsibilities while others assert that leadership and management are complementary and it would be difficult to
separate them in practice. The present paper traces the historical evolution of the main leadership theories and reviews
the progress that has been made over the years. It explores four main eras in leadership theory: trait, behavioral,
situational and new leadership

Trait era: Great Man theory (1840s) and trait theories (1930s–1940s)

In the 19th century, research on leadership was focused on the innate characteristics of a leader and on identifying
the personality traits and other qualities of effective leaders. The core belief of the Great Man theory is that leaders are
born, not made or trained. In other words only a few, very rare, individuals possess the unique characteristics to be
effective leaders and attain greatness by divine design. Examples were often drawn from popular historical figures such
as Julius Caesar, Mahatma Gandhi, Abraham Lincoln and Napoleon Bonaparte. It was believed that these individuals
were natural born leaders with innate characteristics of leadership, which enabled them to lead individuals while they
shape the pages of history. The Great Man theory then evolved into the trait theories.

Trait theories argue that leaders can be born or made. In other words, that the traits of successful leaders can be
either inherited or acquired through training and practice. The aim was to identify the right combination of
characteristics that make an effective leader and focus was on studying the mental, social and physical traits of leaders.
However, a consistent set of traits was not produced and by 1950, it appeared that there was little advantage in
continuing with this approach and hence it was abandoned. Today, psychometric tools are an example of trait theory
principles in action and are often used in staff recruitment. These tools highlight key personality traits and are used for
personal performance and team development

Behavioral era: Behavioral theory (1940s–1950s)

Behavioral theory evolved from trait theories and asserts that leaders are largely made, rather than born and that
particular behaviors can be learn to ensure effective leadership. It puts emphasis on the actual behaviour of the leader
and not on their traits or characteristics, but it largely ignores the situation and environment of the leader.
Research in this area resulted in different patterns of behaviour being grouped together and labeled as styles.
This became a prevalent approach within management training perhaps the best known being Blake and Mouton’s
Managerial Grid. Today, this theory is exemplified in the numerous leadership-training programs, which
involve the development of leadership skills and behaviors, thus supporting the belief that leadership is largely learns.

Situational era: contingent and situational theories (1960s)

It was later recognized that the environment plays a significant role in the leader-follower dynamic and this belief
dominated the situational era. As the name suggests, the situational era is focused on leadership in particular situations,
rather than on the traits or behaviors of leaders. This implies that leaders must be able to assess the context in which
they operate and then decide what style will ‘fit’ the situation best. Because the best style is dependent on the situation,
this approach is known as the contingency theory of leadership. Fred Fiedler developed one of the first contingency
theories of leadership. His theory focuses on the importance of context in effective leadership and supports the belief
that there is no one best set of leadership traits or behaviors. However, Fiedler asserts that because a leader’s style is
fixed, they should be put into situations that best match their style. In other words, effectiveness as a leader is
determined by how well their leadership style matches a particular context.

New leadership era: transactional, transformational theories (1990s) and others (2000s)
 For the first time, it was recognized that focusing on one aspect or dimension of leadership cannot address all the
complexity of the phenomenon. In a world that has become more complex and challenging, a need emerged for
leadership theories that support circumstances of rapid change, disruptive technological innovation and increasing
globalization. This led to the new leadership era, moving away from the above-mentioned traditional theories of
leadership, which define leadership as a unidirectional, top-down influencing process, drawing a distinct line
between leaders and followers. Instead, the focus became on the complex interactions among the leader, the
followers, the situation and the system as a whole, with particular attention dedicated to the latent leadership
capacities of followers.

Transactional and transformational Theories

The above-mentioned context encouraged the popularity and adoption of two leadership theories: transformational
and transactional theories, and also gave rise to approaches such as the Lean strategy and agile
methodology to help deal with the fast pace of change and increasing complexity of the challenges faced.

Transformational leadership is a theory in which leaders encourage, inspire and motivate followers.
This theory is used when an organization needs to be revitalize, is undergoing significant change or requires a new
direction. It is especially vital to today’s fast-paced technological industry where innovation and agility can make or
break an organization. Examples of transformational leaders include the likes of Jeff Bezos, Steve Jobs and Bill Gates.

Transactional leadership, on the other hand, relies on authority to motivate employees. The leader exchanges
reward for follower effort and punishes any follower who fails to meet their goals. In this context, the follower’s
perception concerning fairness and equity of the exchange with the leader is vital. Transactional leadership works best in
mature organizations that already have clearly defined structure and goals, to keep them on track, and reinforce the
status quo. Examples of transactional leaders include managers, who tend to focus on supervision, processes and
follower performance.

The continued shift in leadership concepts led to the development of shared, collective and
collaborative leadership practices. According to these, success in an organization is more dependent on coordinative
leadership practices distributed throughout the organization rather than the actions of a few individuals at the top.
Servant leadership became popular once again, emphasizing the importance of followers. Servant leaders seek to
support their team members and are most concerned with serving people first. More recently, inclusive leadership also
emerged, focusing on a person- centred approach. It is based on the dynamic processes that occur between leaders and
followers and focuses on empowering followers to becoming leaders. Finally, contemporary leadership theory also
includes complexity leadership, which emerged as a means to deal with the complexity of our modern world.
This theory takes a whole system view, considering contextual interactions that occur across an entire social system

CONCLUSION

Leadership theory is a dynamic phenomenon and continues to change over time. It has been studied extensively over
the years and several theories have emerged (table 1). Traditional leadership theories include the Great Man theory,
which maintains that leaders are born to lead thus possessing certain inherent characteristics that destines them to lead.
Trait theory evolved from the Great Man theory and specifies that leaders are can be born or made and that
the combination of certain characteristics is needed to be an effective leader. Behavioral theory then followed,
asserting that leaders are largely made with a focus on the actions of the leader as opposed to their personality traits.
There was then recognition that certain environmental factors are important and contingency and situational theories
were added to the mix. The modern era followed and involved a shift from focusing on the leaders and their attributes to
considering the complex and continuous interactions and interrelationships among the leader, the followers and
the situation. The resulting theories include shared, collective and collaborative leadership as well as
inclusive leadership. Finally, complexity leadership also emerged, focusing on the whole system of an organization.

Examining the historical development of leadership theories provides some necessary perspective as well as context
within which to appreciate the complexity of the subject. Each theory has its merits and drawbacks and seems to provide
part of the answer to the leadership puzzle. In today’s complex dynamic and globalized world, organizations are
consistently dealing with change and uncertainty and no one theory has been able to address all the concerns regarding
leadership. Many consider the traditional hierarchical views of leadership as less and less relevant given the complexity
of our modern world. This led to a shift in focus from the characteristics and behaviors of leaders to a more systemic
perspective, focusing on leadership as a collective social process resulting from the interactions of multiple
factors. New leadership theories were consequently formulated in an attempt to deal with the new reality of
organizations and business, resulting in newer and more relevant definitions of leader, follower and situation

E. TEACHER LEADERSHIP
What does it mean to be a teacher leader?

According to Dr. Jacobs, Teacher Leader is leading within and beyond the classroom. Teachers can be leaders as they
model best practices. Leadership is a process. Leaders are the professionals who carry through with this process to lead
change in their schools for the benefit of all students. One of the confusions in defining teacher leadership and defining
teacher leaders is that “leadership” is not found in a position or title. In most schools there are teachers who are
designated leaders of their grade level teams or departments but being named a “team leader” is not the same as being
a teacher leader.

Teacher leaders exemplify certain defining characteristics. While all teachers possessed several traits, only
teacher leaders can consistently and simultaneously integrate them into teacher leadership

Teacher leadership roles of inside and outside the classroom.

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. In schools there are always selfless teachers who support students
at all costs. Trusted by students and staff alike, these teachers are known to have decisions based on students needs.
Their dedication to improve students academic and social experiences is proven by their willingness to dedicate lunches
and after school hours with students to grow their activities and programs.

According to Dr. Tiphanie Scroggins who runs the American University School of Education’s administrative
program, there are few key leadership qualities vital to success as an educator. “The heart of an educators work is
students learning and well being”, says Dr. Scroggins.

“They need to be focus strategic, innovative, and collaborative.” This qualities not only health teachers improve
learning outcomes, but also help build community, encourage inclusivity, and create a culture of continuous
improvement for themselves, their colleagues, and their students.

Here are the five leadership styles the teacher leaders can use inside and outside the classroom.

1. Authoritative

Authoritative leaders push their teams to pursue common goals. They balance maintaining a high bar and inspiring
their teams to success. According to Dr. Scroggins, authoritative leaders rely heavily on strategy, using data to set high
expectations and take thoughtful risk. Authoritative leaders can also be relentless in their pursuit of meaningful growth
and demonstrate determination and resilience. In education this means authoritative leaders maybe teacher with many
years of experience or higher degrees. The National College for Teaching and Leadership names authoritative leadership
the most effective and education

2. Affiliative

Affiliative Leaders are people who their teams can trust and feel safe going to. Their validate their colleagues and
build camaraderie among their teams quality to promote inclusivity, equity, and culturally responsive practices,
according to Dr. Scroggins. A school’s success largely depends on building culture and values. This requires affiliative
leadership to push staff and students alike in the same direction.

3. Democratic

Democratic Leaders are the first to seek feedback and share decision-making responsibilities. In education, this often
means gathering feedback from students, staff, administrators, and families to implement school-wide changes and
policies. “ Democratic leadership is about believing students, parents, and the community have a voice,” says Dr.
Scroggins. “ This approach helps build community and nurture partnerships among skateholders.”

4. Pacesetting

Pacesetting leaders essentially focus on the practice of leading by example inside or outside the classroom. They do it
all, setting the tone of a school and inspiring other teachers by their skills, dedication, and achievements.

5. Coaching

Coaching leaders take young or struggling teachers under their wings to mentor. This style of leadership is
usually time-consuming and requires much empathy and patience on the leader’s part.

However, it has significant benefits to teacher development and student academic success

Six Teacher Leader Traits

1. Experts

Teacher leaders share their expertise. Expertise may come in the form of knowledge and skills about specific content (
like mathematics, social-emotional learning) or teaching skills ( teaching with technology, questioning strategies). their
expertise may also come in the form of leadership skills ( like helping teams build consensus, making data-driven
decisions).
 At the same time they are sharing their expertise, teacher leaders are acquiring expertise as they pursue professional
development to help them solve problems their teams have identified. They seek to learn from their colleagues believing
that the collective knowledge of the group is essential to successful teaching and student learning further building on
their knowledge and skills.

Expert teachers are not always teacher leaders. However, building expertise essential to becoming a teacher leader.

2. Exceptional communicators.

Teacher leaders are excellent communicators. A key teacher leadership skills is the ability to prioritize
listening over speaking and seeking to understand different perspectives. Teacher leaders clarify, probe and synthesize
ideas and questions to understand the concerns and leverage the expertise of others. They also strive to
establish open communication, where all ideas are heard and all possibilities explored. Teacher leaders want to solve
problems by getting a group to think outside of the box.

One of the essential qualities of their communication is honesty. Teacher leaders communicate in ways
that are professional and truthful, reflecting what is working and what isn’t. they acknowledge where mistakes have
occurred and where changes are needed rather than avoid difficult conversations.

One of the essential qualities of their communication is honestly. Teacher leaders communicate in ways
that are professional and truthful, reflecting what is working and what isn't.

They acknowledge where mistakes have occurred and where changes are needed rather than avoid difficult
conversations

3. Change Agents

They take up initiative and work to make them successful. Education is a professional field that is constantly being
"reformed" and reacting to social, economic and political changes. This continuous change makes being a teacher
exciting and exhausting , and it is why teacher leadership is so important every , school needs teachers who will
"lean in" when change happens.

When teachers are change agents, they are leading a transformation in their schools or their local and professional
communities by supporting others to make changes that will have a meaningful and positive impact for students.

4. Inspirational leaders

Transformational leaders works with others to problem-solve and implement and monitor strategic initiatives. Day in
spire everyone to be there very best because a transformational leader believes that everyone has important
contributions to make and that everyone needs to be involved.

Inspiration is at the core of transformational leadership and it is not easy to master. This inspirational rule of teacher
leaders is critical and often overlooked. Because teacher leaders are colleagues not a supervisors. Successful leadership
depends on other teachers wanting to follow their lead.

5. Trustworthy colleagues

To be a teacher, other must trust you enough to follow your lead. Teacher leaders build trust through what they do
and say, as while as what they don't know. Megan Tschannen Moran and Anita Woolfolk Hoy explained that trust
between teachers involves five core qualities:
1. Benevolence. They share their confidence that others will act with goodwill.
2. Competence. They share their beliefs that the group has the ability to be successful.
3. Honesty. They communicate and act in authentic and equitable ways.
4. Openness. They share information, even if it shows their personal vulnerabilities.
5. Reliability. They always do what they say they will do.
Trustworthiness is important across all aspects of teacher leadership, engendering confidence in others is key to
being a transformational leader. Competence is part of shared expertise. Honesty is essential in effective communication.
Openness is seen in the willingness and ability to explore new possibilities. Reliability is essential to all these parts of the
teacher leadership process because no one follows an unreliable leader

6. Explorers

Teacher leaders are trail blazers. They are first adopters, willing to try out new ideas and discover the unseen
"potholes" in new initiatives. They volunteer for pilot projects and pursue professional development
opportunities to learn more so they can improve their practice, share their experiences, and collaborate with others to
solve problems and reach team goals.

An important part of this explore quality is that teacher leaders because they are willing to go first share their
vulnerability by being open about their successes and failures.

They demonstrate honesty an important part of building trust by sharing their mistakes and "hard lessons" with their
colleges as they encourage them to take the trail they have begun to blaze.
10 Essential Teacher Leadership Qualities and Skills

Teacher leadership qualities and teacher leadership skills do not solely transpire within the walls of educational
institutions. Even in off hours, teacher leadership is a way of life. A school's essence is created by the norms and
expectations of its leaders.

Teacher leadership shapes and solidifies significant educational change and is an essential cornerstone to
all classroom, departmental, school, and district improvements.

A Teacher Leader Has the Following Skills:

1.Empathy

 Achieves educational goals while advancing a sense of belonging.

Creates a safe, welcoming learning environment.
 Is emotionally intelligent.
Fosters encouragement, kindness, and respect.
Guides collective responsibility, school practices, procedures, and policies.
Is open-minded.
Is self-aware, capitalizing on unique strengths to accomplish school goals.
2. Analytical
Assesses educational strategies and the quality of resources.
Builds goal-directed learners.
Is a critical thinker who encourages reflective practices
Is willing to alter a syllabus for optimal success.
Is a rational problem-solver.
Records class observations and outcomes.
Is strategic in clarifying common student misconceptions.
Uses data to inform decisions and improve outcomes
3.Adaptable
Adapts curriculum content to correlate with advancements in modern society.
Ensures class material is accessible for every learner.
Generates attention-grabbing, creative curriculum.
Is innovative with multimedia approaches.
Maximizes educational frameworks like Universal Design for Learning (UDL) that provide flexible learning
environments for all.
Utilizes current events to convey class material.
Is willing to alter a syllabus for optimal success
4. Courageous
Conducts inclusive conversations on social justice initiatives.
Demonstrates resilience and determination.
Goes above and beyond the school's status quo.
Identifies school system gaps and takes responsibility for resolutions.
Offers constructive feedback to others for professional development.
Since failure is required for learning-rewards effort, regardless of the outcome.
Supports a willingness to take risks.
5. Committed and Motivated
Is accountable and action-oriented.
Has energy that stimulates teacher satisfaction.
Is motivated and determined to make a difference.
Is an organized planner who prioritizes with direction, momentum, and vision.
Possesses an authentic passion, enthusiasm, and excitement for education.
Represents the school in the community on boards and committees.
Supports the development of colleagues and settings for students to thrive.
6. Communication and Connection
Has the ability to network and unite individuals, groups, communities, and affiliates toward acommon cause.
Is an active listener that paraphrases, mediates, and uses conflict-resolution strategies.
Collaborates with administrators, colleagues, legislative leaders, parents, and students.
Facilitates large and small groups.
Ignites others' interest in educational issues.
Manages group dynamics with sensitivity and skill.
Is a trustworthy and transparent team player
7. A Love of Learning
Actively keeps class material modern and relevant.
Confidently asks thought-provoking questions about standard practices and the efficiency of procedures.
Continually tries to self-improve, seeking feedback often.
 Displays a genuine interest in people and learning processes.
Educates and challenges student comprehension and retention, so learners reach their highest potential.
Seeks opportunities to understand.
Shares collective knowledge, content, educational resources, and tips for success with colleagues
8. Engaging Classroom and Community Presence
Is approachable to students and parents seeking further information.
Diversifies curriculum content modalities.
Enables inclusive learning environments.
Entertains and enlightens.
Facilitates frequently asking questions.
Mobilizes audiences to act.
Acts as a positive role model.
9. Patience
Is a big-picture thinker who builds relationships, partnerships, and opportunities over time.
Clarifies any content questions from students with compassion.
Constructs school capacity for sustainable success.
Deals calmly and effectively with resistance through self-regulation and stress management.
Is hopeful with humility and keenly aware that meaningful plans take time.
Recognizes hierarchy and power structures at play.
Sets achievable and realistic goals
10. Honors Best Practices
Administers careful due diligence in educational assessment, curriculum, and instruction.
Conducts research on educational case studies and peer reviews for the latest in effective
teaching methods.
Consults with other local, state-wide, and national teachers to inspire new ideas and practice.
Employs time management techniques for efficiency.
Persistently revises course content for relevance.
Is tenacious in developing technical skills.
Uses technology (classroom management systems, databases, electronic presentations, software, and
virtual meeting platforms) as a tool to collaborate, communicate, and instruct course content.

The Importance of Teacher Leadership Skills in the Classroom

-Effective teachers used to be leaders for their students. It is critically important that teachers possess leadership
skills because it is fundamental factor that is required to enhance the instructional quality of teachers both inside and
outside the classroom. Teachers leadership is important to leading a classroom. It's about empowering them to share
what they know with their colleagues who may not had access to those some opportunities in order to raise the overall
quality of teaching on school or district.

INSTRUCTIONAL LEADERSHIP

- Instructional leadership skills are the traits possessed by effective educational leaders to inspire action and
optimism. These leaders set an example for others by treating people fairly and Instructional making an impression with
their honesty and integrity. Effective leaders are supportive of those around them and provide inspiration to achieve
individual and collective goals. They use their excellent communication skills to gather feedback, ask for ideas and make
informed decisions regarding the processes of the educational institutions they run.

-Instructional leadership is most commonly associated with school principals who manage curriculums, budgeting
and scheduling and are responsible for the success of each student in their schools. These individuals often strive to
empower teachers to become leaders themselves, distributing the weight of the school's responsibilities more
equitably and providing a model of teamwork for students to look up to. This method of leadership in education
became popular in the '80s and '90s and continues to evolve based on societal and educational needs.

Examples of instructional leadership skills

Instructional leadership skills and effective teaching are directly related to the success of the students in a classroom
setting. An instructional leader advocates for effective teaching by providing clarity and support for teachers as well
as procuring the necessary resources to maximize teaching effectiveness. Some specific skills related to
instructional leadership include:

Communication skills

-Verbal and written communication skills are essential to leadership success. An instructional leader must be able
to effectively communicate their intentions regarding students' education. This may involve emails and other written
communication, or it could mean holding meetings with teachers to set goals and assess lesson plans.
Effective planning

-An instructional leader's ability to research and provide necessary resources improves learning and allows
teachers to be more effective at their jobs. For example, a principal may adopt new technology for teaching tools and for
overseeing staff initiatives, and this process requires planning. Instructional leaders must be able to maintain a balance
between procedure and adaptability to support creativity and innovative teaching in their schools.

Trustworthiness

A positive and fair leader easily earns the trust of their staff, allowing the staff to look to the leader in good times as
well as challenging times. A good instructional leader can remain calm and fair during a discussion where people present
opposing ideas, weighing the merits and drawbacks of each while gathering feedback from other members of staff who
would be affected by any changes in plans. An instructional leader's balanced judgment leads their teachers to trust and
respect them, and this trust helps build a united educational community.

Competence

-Teachers rely on instructional leaders for information associated with instructional methods, current trends in
education and other pertinent news related to effective teaching. Additionally, principals are expected to be a
visible representation of positivity and transparency in the institution, leading by example and focusing on
important learning objectives to promote innovations in teaching.

Team building and collaboration

-As the role ultimately responsible for the success of a school, an instructional leader must be adept at uniting the
staff and students to further the creation of new ideas and teaching methods. They must be able to create a
dependable team that works together to create a more effective and positive learning environment.

Optimism

-Staff and students often adopt the disposition of their leader, so an instructional leader must maintain a positive
attitude regardless of their current situation. The more upbeat and excited a leader is, the more this attitude
spreads to teachers and students, creating an overall environment of positivity. This is also true when providing
encouragement, rewarding a good job and focusing on the success and happiness of teachers, students and the
institution as a whole.

Interaction with parents

-Instructional leaders recognize the importance of a parent's role in the success of their child and the cumulative
effect on the success of the school. Principals can identify family members as a critical resource for important events
such as fundraisers and extracurricular activities.

To get parents excited about participating in these events, principals sometimes choose to host workshops or
meetings so that parents can become familiar with each other as well as with teachers and school policies. It also
provides them with opportunities to offer their input and ideas to improve the learning environment for their children

SCHOOL-BASED MANAGEMENT (SBM)

School-based management(St)M) is a strategy to improve education by transferring significant decision -

making authority from state and district offices to individual school S&M provides principals, teachers, students,
and parents 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.

WHAT ARE THE ADVANTAGES?

Allow competent individuals in the schools to make decisions that will improve learning;
Give the entire school community a voice in key decisions;
Focus accountability for decisions;
Lead to greater creativity in the design 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 its programs; and,
Improve morale of teachers and nurture new leadership at all levels

HOW DOES SCHOOL-BASED MANAGEMENT (SBM) AFFECT THE ROLES OF

THE SCHOOL BOARD AND THE SUPERINTENDENT AND DISTRICT OFFICE?

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. 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 The district office will generally continue 1o recruit potential employees, screen job
applicants, nod 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.

HOW ARE BUDGET DECISIONS MADE?

In most SBM systems, each school is given a "lump sum" that the school can spend as it sees fit as outlined by JoAnn
Spear (1983), the district office determines the total funds needed by the whole district, determines the districtwide
costs (such as the cost of central administration and transportation), and allocates the remaining funds to the
individual schools. The allocation to each school is determined by a formula that takes into account the number and type
of students at that school. Each school determines how to spend the lump sum allocated by the district in such areas as
personnel, equipment, supplies, and maintenance. In some districts, surplus funds can be carried over to the next year or
be shifted to a program that needs more funds; in this way, long-range planning and efficiency are encouraged.

HOW ARE DECISIONS MADE AT THE SCHOOL LEVEL

Most districts create school management councils at each school that include the principal, representatives of parents
and teachers, and, in some cases, other citizens, support staff, and at the secondary level-students. The council conducts
a needs assessment and develops a plan of action that includes statements of goals and measurable objectives,
consistent with school board policies.

In some districts, the management council makes most school-level decisions. in other districts, the council
advises the principal, who then makes the decisions. In both cases, the principal has a large role in the decision-making
process, either as part of a team or as the final decision maker.

WHAT IS THE NECESSARY WHEN IMPLEMENTING SCHOOL-BASED

MANAGEMENT (SBM)

Our the beginning, the school bard and superintendent must be supportive of school-based management. They
must trust the principals and councils to determine how to implement the strict goals at the individual schools his
important to have a written agreement that specifies the roles and responsibilities of the school board, superintendent
and district office, principal, and SBM council.

The agreement could explicitly state the standards against which each school will be held accountable.
James Guthrie (1986) states that each school should produce an annual performance and planning report covering "how
well the school is meeting its goals, how it deploys its resources, and what plans it has for the future." Training in such
areas as decision-making, problem solving, and group dynamics is necessary for all participating staff and community
members, especially in the early years of implementation. To meet the new challenges of the job, principals may need
additional training in leadership skills.

SCHOOL IMPROVEMENT PLAN

The issuance of DepED Order 44s. 2015, entitled Guidelines on the Enhanced School Improvement Plan is a 3-year
roadmap of interventions undertaken with the help of the community and other stakeholders. It serves as a basis for the
Annual Implementation Plan (AlP) and Annual

Procurement Plan (APP) formulated based on evidences, results and intended outcome for the learners.
As a requirement of the School Based Management (SBM) School Improvement Plan is prepared by the School
Community Planning Team (SPT) organize to ensure the success of all learners for the fulfillment of the DepED
mission emphasizing the stewardship of the school administrators and staff of the institution that will ensure an
enabling and supportive environment for effective learning to happen and actively engaged sharing the responsibility for
developing life-long learners.

Improvement planning (SIP) process and school report card (SRC) set the standards on how a conduct planning
process in school level. Republic Act 9155 - Governance of basic education act of 2001 ( Section 6.2-4) states that
the school head shall have authority, accountability and responsibility in “Developing the school education
program and school improvement plan

WORKING WITH SCHOOL STAKEHOLDERS: BRIGADA ESKWELA

"Bayanihan" is one of the core essences of the Filipino culture where the concept of the Brigada Eskwela has rooted.
Bayanihan (communal unity) or concerted solidarity is the Filipino spirit of helping one another as a community in
achieving a certain task without expecting or asking for anything in return . Bayanihan is traced back in the country's
tradition especially in the rural areas when a family wished to move in a different location. Brigada Eskwela had its roots
in Republic Act 8525, which was enacted during the time of President Ramos, The Adopt a School Program aimed to
encourage volunteerism and public private partnership in public education R2A 8525 provided tax incentives for private
interventions in school. Brigada Eskwela or School Brigade, also known as the National Schools Maintenance week is a
nationwide voluntary effort that was first established in 2003. A program of DenEd Department of Education) which aims
to address resource gaps faced by the Department through strengthening partnerships with the local communities. The
program mobilizes and *wings together thousands of parents, alumni, civic groups, local businesses, non-government
organizations, teachers, students, and individuals who volunteer their time and skills to do classroom repairs,
maintenance work, and clean-up of public elementary and secondary schools. Given the positive result of the program,
in 2008, it has become a permanent activity in the school calendar where all schools nationwide are mandated to
implement the program weeks before the school opening.

In the past, the DepEd struggled in what seems like the lack of priority for education in the country, as reflected in the
deficiency of resources for public schools, the shortage of classrooms, overcrowded classes, and schools being not
ready for the upcoming school year. In the school opening, pupils and teachers have to put up with an
uncleaned classroom, blackboards that are already too rough to write on, chairs with broken arm rests, and
other stuff that needs repairs, maintenance, and cleaning. This affects the first day of classes as the teachers and pupils
are obliged to do all the tasks instead of focusing on the first day of their lessons in class. To alleviate these issues, DepEd
started a campaign through the Adopt-a-School Program (ASP) in 1998. This allows a partnership with other stakeholders
who are willing to share resources to improve the country's public school education. In a few years, the spirit of
volunteerism reached an unexpected peak which led the program to the communities through Brigada Eskwela.

The practice of this program is essential to the school heads, teachers, and learners or to the school community.
As it saves and provides resources on the part of the school. The unrelenting support and effort of various
stakeholders resulted into an improved schools' facilities in preparation for the opening of classes and towards a better
learning environment. Teachers can now start their classroom instruction on the first day of classes and Pupils can now
focus on their lessons without the distraction of prioritizing the cleaning of their classroom prior to school opening