A DEFINING LEADERSHIP

A. DEFINING LEADERSHIP

What is Leadership?
• Leadership is having the capacity to influence and guide individuals or groups to
common objectives.
• It is a complex procedure necessary for success in any social setting, including
education, that includes the use of personal characteristics, which include beliefs,
values, ethics, character, knowledge, and skills to form harmonious groups and
accomplish common goals.
• Historically, leadership has also been referred to as "management," emphasizing the
importance of providing technical expertise and direction.

HOW CAN LEADERSHIP HELP THE EDUCATORS AND THE EDUCATION?

Principle of Leadership
1. Know Yourself and Seek Self-Improvement: A fundamental leadership principle that
emphasizes the importance of self-awareness and continuous growth.
• For Educators: Teachers should reflect on their strengths and weaknesses,
seeking professional development opportunities to enhance their teaching skills,
classroom management strategies, and understanding of diverse learners. This
includes staying updated on educational research and best practices.
• For Education: Schools and districts can encourage self-reflection and
professional growth by providing resources, mentorship programs, and
opportunities for peer observation and feedback.

2. Be Technically Proficient - As a leader, you must know your job and have a solid
familiarity with your employees’ jobs.
• For Educators: Teachers need strong pedagogical knowledge, mastery of their
subject matter, and an understanding of educational technologies. They should
continuously learn new teaching methods and adapt to changes in curriculum
and educational trends.
• For Education: Schools should invest in teacher training, provide access to
relevant resources and technology, and offer opportunities for teachers to
specialize in their areas of expertise.

3. Seek Responsibility and Take Responsibility for Your Actions: Analyze the
situation, take corrective action, and move to the next question.
• For Educators: Teachers should be accountable for student learning, take
ownership of their classroom environment, and actively seek solutions to
challenges. They should be willing to analyze their teaching practices and make
adjustments to improve student outcomes.
• For Education: Schools should create a culture of accountability, provide
support for teachers to address challenges, and encourage a growth mindset
where mistakes are seen as learning opportunities.

4. Make Sound and Timely Decisions: Use good problem-solving, decision-making,

and planning tools.

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 • For Educators: Teachers need to make informed decisions about curriculum,
lesson planning, student assessments, and classroom management. They
should be able to analyze data, prioritize tasks, and make decisions that benefit
student learning.
• For Education: Schools should equip teachers with the tools and training they
need to make data-driven decisions, provide opportunities for collaborative
decision-making, and encourage a culture of continuous improvement.

5. Set the Example: To be a good role model, they must not only hear what they are
expected to do but also see.
• For Educators: Teachers are role models for students. They should
demonstrate respect, responsibility, ethical behavior, and a love for learning.
Their actions and words should inspire students to strive for excellence.
• For Education: Schools should promote a positive culture that values hard work,
integrity, and respect for all members of the school community.

6. Know Your People and Look Out for Their Well-being: Know human nature and the
importance of sincerity in caring for your workers.
• For Educators: Teachers should understand the individual needs of their
students, be sensitive to their backgrounds and experiences, and create a
supportive and inclusive classroom environment.
• For Education: Schools should provide resources and training for teachers to
address student mental health, social-emotional learning, and diversity.

7. Keep Your People Informed: Know how to communicate to your people

• For Educators: Teachers should communicate effectively with students, parents,
and colleagues. They should be transparent about expectations, progress, and
any challenges.
• For Education: Schools should provide clear communication channels,
encourage open dialogue, and foster a culture of collaboration.

8. Develop a Sense of Responsibility in Your People: Develop good character traits

within your people that will help them carry out their professional responsibility.
• For Educators: Teachers should empower students to take ownership of their
learning, encourage self-reflection, and develop a sense of responsibility for their
actions.
• For Education: Schools should create opportunities for student leadership,
encourage student voice, and provide opportunities for students to contribute to
the school community.

9. Ensure That Tasks Are Understood, Supervised, and Accomplished:

Communication is the key to this responsibility.
• For Educators: Teachers should provide clear instructions, monitor student
progress, and offer support to ensure that students understand and complete
their assignments.
• For Education: Schools should provide teachers with resources for effective
lesson planning, student assessment, and classroom management.

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 10. Train Your People as a Team: Although many so-called leader call their organization,
department, or section, they are not really teams, they are just a group of people doing
their jobs.
• For Educators: Teachers should collaborate with each other, share best
practices, and work together to support student learning.
• For Education: Schools should foster a collaborative culture, provide
opportunities for professional development, and encourage teachers to work as
a team.

11. Use the Full Capabilities of Your Organization: By developing a team spirit, you will
be able to employ your organization, department, or section to its fullest capabilities.
• For Educators: Teachers should leverage the strengths of their students, create
opportunities for them to shine, and provide them with a challenging and
engaging learning environment.
• For Education: Schools should create opportunities for students to participate in
extracurricular activities, provide access to a variety of resources, and
encourage a culture of innovation and creativity.

FOUR FACTORS OF LEADERSHIP

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

B THE NATURE OF ADMINISTRATIVE WORK

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.

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 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 assesses maturity levels of people within the organization
5. It encourages socio-emotional support for subordinates
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

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. For it to work, the leader must have established a relationship with his
team members 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 with 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

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 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. Learning how to behave like
a leader can take practice and a strong sense of self-awareness as you monitor your own
actions.

What is behavioral leadership theory?

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 be an 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 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
• Staus-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

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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

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 • 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
set 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
• Disregarding feedback
• Offering leadership opportunities to promising employees

4. Leadership Effectiveness

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 The leader's ability to effectively influence, motivate, and guide their team or
organization towards the achievement of desired goals and objectives.
To lead a team, you need to understand leadership effectiveness. Leadership
Effectiveness is the key analyst of organizational success or failure while examining the
factors that lead to organizational success.

1. Personality
Successful leaders have pleasing personalities. Personality is a person's unique
collection of characteristics, behaviors, and emotional tendencies. It's what makes someone
different from others.

2. Human skills
Interpersonal skills that allow leaders to understand and connect with the emotions
and expectations of their subordinates.

3. Communication skills
The ability to convey information clearly and effectively, ensuring that the team
understands the organization's goals and shares relevant information.

4. Administrative skills
Administrative skills are about organizing tasks and making sure that everything
runs smoothly. Leadership should be administered as required to undertake management
functions such as planning, organizing, directing, and controlling.

5. Decision making
The process of identifying problems, evaluating alternatives, and selecting the best
solution to address challenges effectively.

6. Conceptual
The ability to understand and think deeply about problems, allowing leaders to plan
for the future and solve complex issues. A top-level leader considers a long-term
perspective.

7. Innovation
The skill to come up with new and creative ideas to improve things and find better
ways to do task.

8. Initiative
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.

9. Intelligence
An intelligent leader is efficient enough to make decisions and to deal with people.

10. Ethics and Values

The commitment to being honest and fair, showing kindness and courage, and
doing what is right.

11. Respect and Trust

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 People are naturally drawn to leaders whom they trust and respect. To build a loyal
team, a leader must be trustworthy.

12. Delegation
The ability to assign tasks to the team members based on their strengths and skills,
allowing everyone to contribute and feel important.

13. Appreciation
A leader should value each member and make each member feel valued.

14. Handling success and failures

Celebrate success at the same time, the leader should learn from the failure.
Whenever there is a success, attribute it to the entire team. When the team faces a failure,
they should accept responsibility for the failure.

5. 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.

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

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.
This theory suggests that successful leaders exercise control over a situation that’s
influenced by three distinct factors.

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 • Leader-Member Relations: This aspect focuses on the level of trust, respect, and
confidence that team members have in their leader. 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.
• Task Structure: This refers to how well-defined a task is. Tasks with clear objectives,
procedures, and defined roles enable leaders to guide their teams effectively. 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.
• Position Power: This factor considers a leader's formal authority, including the power to
reward or discipline team members. 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 emphasize achieving results by prioritizing

performance, establishing clear structures, and creating detailed plans and
schedules.

• Relationship-oriented leadership: You build strong connections with your team,

peers, and coworkers by encouraging collaboration and fostering a spirit of
teamwork.

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: You empower your team to take on responsibilities and make
their own decisions.
• Participating Style: You build strong connections with your team, peers, and
coworkers by encouraging collaboration and fostering a spirit of teamwork.
• Selling Style: You convey ideas and strategies in a persuasive manner to
enhance your team’s productivity.
• Telling Style: You offer guidance and closely oversee your team’s progress.

3. Path-Goal Contingency Theory

Developed by Robert J. House, who specializes in leadership and organizational
behavior, the Path-Goal Theory posits that a leader should clarify the route to achieving goals.
In essence, an effective leader offers clear direction, sets significant milestones, and supports
those working towards their objectives.
Path-goal leadership styles:

• Directive Leadership: You communicate your expectations and assist your team
in organizing their work accordingly.
• Supportive Leadership: You treat everybody with equal importance and create a
friendly and supportive work environment.

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 • 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 based on empirical research and has evolved over time, expanding
the understanding of leadership.
2. It acknowledges that no single leadership style is ideal, allowing you to define leadership on
your own terms, including your rules, goals, and expectations.
3. Since the theory is tailored to specific situations, it adapts well to changing business
demands, making it suitable for fast-paced environments.
Disadvantages
1. Because there is no standard definition of effective leadership, you lack concrete
examples to learn from.
2. Your interpersonal relationships and contexts often take precedence over your skills,
placing excessive emphasis on the situation.
3. Since there is no one-size-fits-all solution to problems, you may find yourself spending
considerable time before finding a resolution.

C TRANSFORMATIONAL LEADERSHIP
C. TRANSFORMATIONAL LEADERSHIP

It is the idea that leaders can transform followers. Transformational leadership is a

leadership style that can be defined as interacting with followers to transform them to have
increased motivation and morality.

Transformational Leadership occurs with the 4 I’s:

1. Idealized Influence
2. Intellectual Stimulation
3. Inspirational Motivation
4. Individualized Consideration

1. Idealized Influence
A leadership style that involves behaving as a role model to inspire and
motivate followers. Leaders become models for their followers through their friendly
behavior. They admire, respect, and trust their followers. They pay more attention to
the needs of their followers than their own needs and avoid using the power for
personal interests.

2. Intellectual Stimulation
The act of challenging your mind and encouraging others to think creatively and
critically. It can involve exchanging ideas, questioning assumptions, and exploring
new ideas.

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 • They seek other paths to goals that stray from the norm and openly push others
to challenge their own beliefs and values, as well as those of the company.

3. Inspirational Motivation
Inspirational and motivational leaders are those who challenge their followers
in their jobs and create a clear perspective to reach goals and go toward the future by
increasing efficiency in the workplace.

4. Individualized Consideration
This component can be defined as the support and encouragement provided
by the leaders for their team members by identifying their abilities and needs and
fulfilling them. This component is shown by transformational leaders as they treat their
team members as a whole individual, not just as one of their followers.

Becoming a Transformational Leader

You should now have a good understanding of the behaviors and attributes that Bass
considers all true Transformational Leaders to possess.
Becoming one is not an overnight phenomenon - individuals have to work to become a
leader of high inspiration, and it may be suited to some personalities over others - but here are
some steps that one can take to drive themselves towards the next level of leadership:
1. Identify individual strengths and weaknesses
2. Develop an inspiring vision for the future
3. Motivate everyone to buy into the vision
4. Manage and involve yourself in delivery
5. Reinforce your relationships with the team: trust, loyalty

Theory and Research about Transformational Leadership

Criticisms of Transformational Leadership Theory

• Transformational leadership makes use of impression management and therefore
lends itself to amoral self promotion by leaders
• The theory is very difficult to e trained or taught because it is a combination of many
leadership theories.
• Followers might be manipulated by leaders and there are chances that they lose more
than they gain.

Implications of Transformational Leadership Theory

The current environment characterized by uncertainty, global turbulence, and
organizational instability calls for transformational leadership to prevail at all levels of the
organization. The followers of such leaders demonstrate high levels of job satisfaction and
organizational commitment and engage in organizational citizenship behaviors. With such a
devoted workforce, it will definitely be useful to consider making efforts towards developing
ways of transforming organizations through leadership.

D EVOLUTIONARY LEADERSHIP THEORY

D. Evolutionary Leadership Theory (ELT)

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 • Evolutionary Leadership
It is a leadership approach that focuses on personal and systemic
transformation. It’s based on the idea that leaders must evolve themselves to
lead transformation in others and the organization.
• Evolutionary Leadership Theory (ELT)
It is a framework for leadership development that focuses on personal
and systemic transformation. It was developed by Richard Barrett, a renowned
author and consultant.

Seven (7) competencies of Evolutionary Leadership Theory (ELT)

1. Personal Evolution
- This competency refers to the leader’s capacity for self-awareness,
introspection, and deliberate development of their own emotional, social,
and cognitive capacities. Prioritizing personal development helps leaders
become more resilient, successful, and adaptive, which eventually
promotes growth and positive change inside their organizations.
2. Emotions and Generative Language
- Emotions are our feelings in response to different situations, people, and
events. They can be positive, like happiness, love, and excitement, or
negative, like sadness, anger, and fear. Emotions play a key role in how we
see the world and interact with others.
- Generative Language is how we use language to create and shape our
reality. It involves using words and communication to come up with new
ideas, possibilities, and outcomes. This concept shows that the language
we use can affect our thoughts, behaviors, and the world around us.
- In short, emotions are our internal reactions to the world, while generative
language is how we express and shape our experiences and interactions.
3. Systems Thinking
- It refers to a leader’s capacity to comprehend, evaluate, and manage
complex systems while acknowledging the interdependence and
connectivity of different elements. By cultivating systems thinking, leaders
can more effectively manage the complicated nature of their organization
and its surroundings, resulting in better decision-making, improved
teamwork, and enhanced resilience and adaptability.
4. Systematic Sustainability
- This idea refers to the leader’s capacity to develop sustainability practices
and principles into the organization’s DNA, guaranteeing long-term viability
and success. Leaders can positively influence the organization, its
stakeholders, and the environment by incorporating systematic
sustainability into their leadership style, ultimately fostering a more
sustainable future.
5. Ontological Design
- Involves a leader’s capacity to influence and create the foundational beliefs,
values, and assumptions that dictate an organization’s behavior, culture,
and reality. By mastering ontological designing, leaders can purposefully
mold the organization’s culture, values, and reality, thereby fostering a
more positive, adaptable, and resilient organizational environment.
6. Adaptive Work and Collaboration

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 - This idea is about a leader’s ability to handle complicated and unpredictable
situations by teaming up with others to adapt, come up with new ideas, and
learn. By developing skills for flexible teamwork, leaders can navigate tough
environments, drive innovation, and build strong organizations that can
handle uncertainty.
7. Evolutionary Visions, Scenarios and Wisdom
- This concept refers to a leader’s skill in picturing, imagining, and building an
inspiring future for the organization, while considering different possibilities
and using collective knowledge. By developing forward-thinking visions,
scenarios, and wisdom, leaders can shape an attractive future for their
organization, foresee and prepare for possible challenges, and use shared
insights to guide decision-making and strategy.

E TEACHER LEADERSHIP
E. Teacher Leadership

What is Teacher Leadership?

Teacher leadership is a different approach to school leadership. It goes beyond
common leadership models that emphasize hierarchical positions. Instead, it focuses on a
collaborative approach to improving education, in which teachers collaborate to improve
teaching and learning for all students. This also emphasizes shared accountability, mutual
support, and collective work to create positive change in schools.

The Work Lives of Teacher Leaders

While teacher leadership roles are growing, we're still in the process of finding out
about the experiences of teachers who take on these responsibilities. According to the
Researchers it's just the beginning to understand the complexities involved. Studies show that
while teacher leaders find their new roles rewarding, they also face challenges and tensions
(stress, anxiety, high workload, etc.).

What Do Teacher Leaders Do?

In one of the most extensive studies on the work of teacher leaders, Lieberman, Saxl,
and Miles (1988) focused on what teachers actually did when they assumed leadership
positions designed to provide assistance to other teachers. The authors found that the work of
lead teachers was varied and largely specific to the individual context of the school. To be
effective with their colleagues, lead teachers found it necessary to learn a variety of leadership
skills while on the job. Those skills included:

• Building trust and developing rapport

• Diagnosing organizational conditions
• Dealing with processes
• Managing the work
• Building skills and confidence in others

The Challenges and Benefits of Teacher Leadership

1. Personal Gains:

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 • Benefits: Being a teacher leader can give more confidence and professional
development.
• Challenges: It also means that there are more workloads that need to do, which
can lead to stress and make it hard to balance work and personal life.
2. Intellectual and Professional Growth:
• Benefits: Teacher leadership enables professional development, skill
enhancement, and an expanded understanding of education.
• Challenges: Teacher leaders may not always be adequately recognized for their
accomplishments, and prospects for growth or development as professionals are
limited.
3. Decreased Isolation:
• Benefit: It increases the connection and communication to their work
environment, and it brings teachers together, creating a sense of community and
reducing the isolation towards others.
• Challenge: Some teachers might resist working together because they prefer
working alone, and sometimes some teachers get more opportunities to lead
than others, which can lead to problems.
4. Confronting Obstacles:
• Benefit: Teacher leadership builds problem-solving skills and adaptability.
• Challenge: The constant pressure of handling challenges can result in burnout
and overwhelm.
5. Role Definitions:
• Benefit: Clearly defined roles foster effective teamwork and collaboration.
• Challenge: Establishing and clarifying roles can be complex. Roles that are
unclear or enforced without teacher involvement can lead to conflict and reduce
openness.
6. Time:
• Benefit: Teacher leadership improves time management and prioritization skills.
• Challenge: Increased responsibilities result in a significantly higher workload
and time demands.
7. School Culture:
• Benefit: A supportive school atmosphere is necessary for effective teacher
leadership.
• Challenge: Resistance to change and a lack of administrative support can
hinder development.

F INSTRUCTIONAL LEADERSHIP
F. INSTRUCTIONAL LEADERSHIP

What are instructional leadership skills?

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 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

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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
• Effective planning
• Trustworthiness
• Competence
• Team building and collaboration
• Optimism
• Interaction with parents

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

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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.

1. School-based Management (SBM)

What is school-based management? School based management is a decentralized

management initiative by developing power or authority to school heads, teachers, parents
and students. (SBM) 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, 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.

SBM and the Principle of Subsidiarity SBM is in keeping with the principle of
subsidiarity which States that it is the people at the lowest level who will know best their
problems and so are in the best position to address the same. This tenet holds that “nothing
should be done by a larger and more complex organization which can be done as well by a
smaller and simpler organization. In other words, any activity which can be performed by a
more decentralized entity should be done by that more decentralized entity. Those in the
higher echelon are far removed from the scene and are therefore not as involved and as
informed as those from those below.

Advantages of SBM
The following are strengths of SBM:
⚫ 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;

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 ⚫ 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.

Through SBM, decision making authority is devolved to school heads, teachers,

parents, and students. This is school empowerment. This reduces bureaucratic controls on
schools and encourages school heads, teachers and parents to use greater initiative in
meeting the needs of students and the community. This results in a sense of community
school ownership which makes the school realize its vision and mission.

Involving stakeholders - parents, teachers, students, and other members of the

community - is also helpful in the mobilization of local resources to complement public
resources. Concrete proof of this is the number of classrooms built as a result of the strong
partnership between schools and communities and successful school community programs.
Through SBM, problems and needs at the school level get solved faster, and specific
personalities and cultures are taken into consideration. These personalities and cultures are
usually ignored in multi-layered in hierarchical organizations like DepEd. In a hierarchical
organization, straight-jacket rules, procedures and allocation norms are given and apply to
all. It takes time to solve problems if schools have to wait for answers from above. As a
result, teachers, parents, and students are frustrated due to delays.
In SBM, schools take the responsibility to plan and implement their School
Improvement Plans (SIP). The table that you scrutinized in the Activity phase of the lesson
is a of part of a School Improvement Plan). It is the schools themselves, not DepEd higher
offices that know best their problems and the solutions to these problems. It is the schools
that determine the number and kind of teachers they need, and the kind of learning
materials and resources they need. Since schools are given more power to direct
themselves, they made accountable for results. SBM makes schools accountable to the
stakeholders.

Legal Basis of SBM

The Philippine Constitution provides that Congress shall enact a local government
code that will be institutionalized. a system of decentralization (Article 10, Sec. 3) whereby
local government units shall be extended more power, and authority. The Local Government
Code in 1991 is a fulfillment of this Constitutional provision.
This means that long before the Department of Education (DepEd) legally introduced
decentralization in schools through School-Based * Management (SBM) in 2001 through the
enactment of RA 9155, local government units were already empowered for local
governance. RA 9155, Basic Governance Act transfers the power and authority as well as
the resources to the school level. School empowerment is based on the assumption that the
school heads including teachers, key leaders in the community, and parents know best the
root and solution to the problem.

Conditions for the Success of SBM

⚫ Teachers, school heads must be given the opportunity to make choices. They
must actively participate in school improvement planning.
⚫ The involvement of parents and teachers must be strongly encouraged and
highly welcomed.
⚫ Stakeholders must participate in the development of a School Improvement Plan.
They must have a say on resource allocation to meet specific needs.

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 ⚫ Higher authorities must actively encourage thoughtful experimentation and
innovation in an atmosphere where mistakes are viewed as learning experiences.
They must be willing to share their authority with the academic and the larger
community.
⚫ Teachers must develop reflection, problem solving.

School Improvement Plan (SIP)

What is a school improvement plan?

A school improvement plan is a road map that sets out the changes a school needs
to make to improve the level of student achievement and shows how and when these
changes will be made. School improvement plans are selective: they help principals,
teachers, and school councils answer the questions “What will we focus on now?” and
“What will we leave until later?” They encourage staff and parents to monitor student
achievement levels and other factors, such as the school environment, that are known to
influence student success. With up-to-date and reliable information about how well students
are performing, schools are better able to respond to the needs of students, teachers, and
parents. A school improvement plan is also a mechanism through which the public can hold
schools accountable for student success and through which it can measure improvement.
One of the first steps—a crucial one—in developing an improvement plan involves teachers,
school councils, parents, and other community members working together to gather and
analyze information about the school and its students so that they can determine what
needs to be improved in their school. As the plan is implemented, schools continue to
gather this kind of data. By comparing the new data to the initial information on which the
plan was based, they— and the public—can measure the success of their improvement
strategies.
Pursuant to Republic Act No. 9155 known as the Governance of Basic Education
Act of 2001, this policy aims to strengthen School-Based Management (SBM) by further
devolving the governance of education to schools, empowering school teams and personnel,
expanding community participation and involvement, and making the delivery of education
services to the learners more responsive, efficient, and effective through an enhanced school
planning and communication process.
The School Improvement Plan (SIP) is a roadmap that lays down specific interventions
that a school, with the help of the community and other stakeholders, will undertake within a
period of three consecutive school years. The implementation of development activities integral
to it are in the school such as projects under the Continuous Improvement Program (CIP), the
creation and mobilization of Learning Action Cells (LACs), and the preparation of the School
Report Card (SRC). SIP seeks to provide those involved in school planning an evidence-based,
systematic approach with the point of view of the learner as the starting point. Ultimately, it is
envisioned to help schools reach the goal of providing access to quality education.

The SRC is a tool for advocating and communicating the school situation,
context, and performance to internal and external stakeholders. Its objective is to increase
the participation and involvement of the community and other stakeholders in making the
school a better place for learning.

The School Improvement Plan (SIP) Guidebook is provided which details the
procedure in preparing the enhanced SIP and SRC. The enclosed guidelines and the
Guidebook shall serve as the official reference in the preparation and implementation of the
SIP and SRC. Concerned offices, local government units (LGUs), and development partners

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are urged to conform to these guidelines as they implement projects and activities related to
school planning in DepEd schools.

Working with School Stakeholders: Brigada Eskwela

The Brigada Eskwela is the National Schools Maintenance Week that aims to bring
together all education stakeholders to participate and contribute their time, effort, and
resources to prepare public school facilities for the opening of the school year in June.

The Brigada Eskwela Program is one of the most important programs in DepEd. In
the spirit of Bayanihan, private institutions/individuals, government agencies, local government
units, and other organizations contribute to the DepEd campaign to ensure accessible and
quality basic education. The components of the program are the following:
⚫ Brigada Eskwela (National Schools Maintenance Week),
⚫ Brigada Eskwela Plus (Partnership Support for Access), and
⚫ Brigada Pagbasa (Partnership Support for Quality Education).

All regional directors (RDs) and schools division superintendents (SDSs) shall mobilize
their partnership focal persons to ensure the effective implementation of the Brigada Eskwela
Program in all public elementary and secondary schools and the involvement of the community
and local stakeholders. School heads (SHs) shall lead the planning of activities geared towards
making schools ecologically conscious, resilient, clean, safe, and conducive to learning. No
Brigada Eskwela fee shall be collected from parents or solicited from other volunteers.

Individuals or groups from the national government agencies (NGAs), local

government units (LGUs), private sectors, international organizations, and other parties
interested in helping the schools and volunteers may coordinate with any of the following:

a. External Partnerships Service (EPS) of the DepEd Central Office,

b. Education Support Services Division (ESSD) in the ROs,
c. Social Mobilization and Networking Section (SocMob) under the Schools Governance
and Operations Division (SGOD) in the SDOs, and
d. SHs of the beneficiary school/s, for guidance.

All DepEd employees are encouraged to join the Brigada Eskwela activities by offering
their skills, sharing their time or providing their in-kind assistance and support to public schools
near their residence. Interested employees are given two days to do volunteer work on official
time, provided that such work is approved by their heads of offices. Further, nonteaching
personnel shall earn Compensatory Time Off (CTO) for the complete eight hours of
participation in the maintenance effort on the last day of Brigada Eskwela Week, which is a
Saturday.

Teaching personnel is entitled to earn vacation service credits arising from their active
involvement in the Brigada Eskwela activity. Teachers shall earn a one-day service credit for
the accumulated eight hours of participation in the maintenance effort.

G ROLES AND COMPETENCIES OF SCHOOL HEADS

G. ROLES AND COMPETENCIES OF SCHOOL HEADS

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 • In Chapter 1, Section 5, E of RA 9155 the school head is an administrative and an
instructional leader.
• National Competency-Based Standards for School Heads (NCBSSH) issued in
Deped Order No. 32, s. 2010 on April 16, 2010.

Competencies for School Heads: The NCBSSH

In the list of competencies expected of school heads, there are competencies for both
instructional leadership and administrative leadership.

Instructional Leadership
He/she supervises instruction by observing teachers while they teach, conducting post-
observation conferences with individual teachers, mentoring and coaching them, and ensuring
that teachers have the needed resources for teaching.

Administrative Leadership
Help improve schools, the more important concern is the improvement of instruction as
this has a direct bearing on learning.

CORE PRINCIPLE
School heads are competent, committed, and accountable in providing access to quality and
relevant education for all, all through transformational leadership and a high degree of
professionalism.

National Competency-Based Standards for School Heads, s. 2010

Domains and Competency Strands
1. School Leadership
2. Instructional Leadership
3. Creating a Student-Centered Learning Climate
4. HR Management and Professional Development
5. Parent Involvement and Community Partnership
6. School Management and Operations
7. Personal & Professional Attributes and Interpersonal Effectiveness

Southeast Asian School Heads, 2014 Edition

Domains
• Stakeholder Engagement
• Instructional Leadership
• Personal Excellence

Stakeholder Engagement
Strands
1. Promoting Shared Responsibility for School Improvement
2. Managing Education Alliances and Networks
3. Sustaining Collaborative Relationships with Stakeholders
4. Managing Staff Performance
5. Managing School Resources and Systems
6. Managing Sustainable School Programs and Projects

Instructional Leadership

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Strands
1. Leading Curriculum Implementation and Improvement
2. Creating a Learner-Centered Environment
3. Supervising and Evaluating Teacher's Performance
4. Delivering Planned Learning Outcomes

Personal Excellence
Strands
1. Managing Personal Effectiveness
2. Acting on Challenges and Possibilities
3. Pursuing Continuous Professional Development

H CREATING A POSITIVE SCHOOL CULTURE

H. CREATING A POSITIVE SCHOOL CULTURE

A positive school culture is a fundamental aspect of a successful educational environment.

It influences students' learning experiences, teachers' professional growth, and the overall
school community. This report explores the meaning of school culture, its role in learning, the
difference between school culture and school climate, and the key elements that contribute to a
positive school culture.

The Meaning of School Culture

School culture encompasses the beliefs, values, relationships, and norms that define how
a school operates. It extends beyond formal policies and structures, shaping the overall
atmosphere of a school. According to Scott and Marzano (2014), school culture includes
expectations, traditions, and shared experiences, such as dress codes, discipline policies, and
celebrations of achievements. It is built through daily interactions and reflects the school’s
character beyond its physical infrastructure.
Additionally, school culture is a social construct, meaning it is developed through human
interaction rather than inherited. Teachers, students, school administrators, parents, and the
wider community all contribute to shaping and sustaining the school culture.

School Climate vs. School Culture

The terms "school climate" and "school culture" are often used interchangeably, but they
have distinct meanings. School climate refers to the attitudes, behaviors, and interactions
within the school, such as the relationships between students and teachers. It reflects the
school's impact on students and how the environment supports teaching and learning. School
culture, on the other hand, is a deeper concept that includes shared values, traditions, and
long-term behaviors among the staff and students. In essence, school culture encompasses
school climate but extends beyond it.

The Role of School Culture in Learning

A school's culture directly affects student achievement and overall school success. A
positive school culture fosters collaboration, innovation, professional growth, and student
engagement. It creates an environment where both students and teachers feel valued and
supported. In contrast, a negative or toxic school culture can lead to disengagement, low
morale, and lack of motivation.

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 Elements of a Positive School Culture
To build and sustain a positive school culture, several key elements must be present:
1. Collegiality: A friendly and supportive environment where teachers and staff
work together as a team. Leadership is shared rather than imposed.
2. Experimentation: Encouraging innovation and learning from mistakes without
fear of punishment. A growth mindset is promoted.
3. High Expectations: Teachers and students are expected to aim high.
However, it is crucial for teachers to be aware of their biases and ensure their
behaviors reflect positive expectations for all students.
4. Trust and Confidence: Strong relationships between students, teachers, and
parents are built on mutual trust and open communication.
5. Tangible Support: Providing necessary resources and assistance, such as
functional classroom equipment, to support effective learning.
6. Reaching Out to the Knowledge Base: Teachers continuously update their
teaching strategies and knowledge to improve student learning outcomes.
7. Appreciation and Recognition: Acknowledging achievements and positive
behaviors fosters motivation and a positive learning atmosphere.
8. Caring, Celebration, and Humor: Students respond better to teachers who
genuinely care about them. Using praise and a light-hearted approach can
enhance engagement and motivation.
9. Involvement in Decision-Making: Including teachers, students, and parents
in school decisions fosters a sense of ownership and responsibility.
10. Protection of What is Important: Schools should establish and protect
traditions and policies that uphold their values, such as promoting health and
cleanliness.
11. Traditions: A strong school culture is reinforced by meaningful traditions that
promote a sense of community and shared values.
12. Honest and Open Communication: Encouraging respectful discussions
where everyone feels safe to express their thoughts without fear of judgment.

Shared Norms: Teacher and Student Norms

Shared norms for both teachers and students are essential in maintaining a fair and
engaging learning environment. These norms establish expectations for behavior, respect, and
collaboration, creating a school culture where everyone feels valued and motivated to succeed.

I CREATING A POSITIVE SCHOOL CULTURE

I. SCHOOL POLICIES AND THEIR FUNCTIONS
Policies play a crucial role in the effective management and operation of schools. They
provide a clear framework for all stakeholders—school heads, teachers, students, parents, and
non-teaching personnel—to follow in order to create a structured and organized learning
environment. Schools would struggle to maintain order and ensure fairness in decision-making
without policies. This report discusses the importance of school policies, their formulation, and
their implementation within the school-community partnership.

Importance of Policies

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 Schools, in partnership with their communities, have a shared vision and
mission. The vision represents what the school aspires to be, while the mission defines the
actions required to achieve that vision. However, for these goals to be realized, structured
policies must be in place. Policies serve as guidelines that ensure the proper functioning of the
school system and help maintain order and discipline among its members.

In an ideal world where everyone behaves perfectly, policies might not be necessary.
However, reality is far from ideal. Schools are composed of individuals with different
backgrounds, values, and behaviors, making policies essential for maintaining fairness and
accountability. For example, the Department of Education (DepEd) has implemented stringent
policies regarding the collection of contributions by Parent-Teacher Associations (PTAs) to
prevent issues such as financial mismanagement and corruption. Similarly, policies prohibiting
partisan political activities within school premises are in place to ensure that educational
institutions remain neutral and focused on their primary function—educating students.

Policies also play a key role in academic assessment. A well-defined grading policy
ensures that students and parents understand how grades are computed, promoting
transparency and fairness. Without clear policies, grading could become subjective, leading to
disputes and inconsistencies. In the same way, policies on student attendance help reduce
tardiness and absenteeism, ensuring that students maximize their learning opportunities.
Without these regulations, students might take school attendance lightly, negatively impacting
their education.

Effective Policy Formulation and Implementation in a School community Partnership.

Some school policies, such as those on grading and attendance, originate
from higher authorities like the DepEd Central Office. However, not all policies need to come
from the top. Schools often need to create localized policies to address specific issues within
their communities. When this happens, a participatory approach to policy formulation is ideal.

A school head should not single-handedly create policies. Instead, they should lead a
collaborative process that involves teachers, students, parents, and other members of the
community. When multiple stakeholders contribute to policy development, the resulting policies
are often more effective and widely accepted. This participatory approach also fosters a sense
of ownership among those involved, increasing the likelihood of successful implementation.

In addition to inclusive policymaking, effective policy dissemination is essential. All

stakeholders must have a clear understanding of the policies, which requires proper
communication and explanation. Misinterpretations can lead to confusion and non-compliance,
reducing the effectiveness of policies. Therefore, school heads must ensure that all policies are
well-documented, accessible, and thoroughly explained to the school community.

SUMMARY

Teacher leaders play a crucial role in shaping school culture, fostering collaboration,
and driving educational improvements. They go beyond classroom instruction by mentoring
colleagues, advocating for innovative teaching strategies, and promoting inclusivity. Their
ability to lead is built on integrity, adaptability, and a commitment to lifelong learning. By
embracing different leadership styles, such as transformational and situational leadership, they
create an environment that encourages both student and teacher growth. They understand that
effective leadership involves taking responsibility, making informed decisions, and continuously

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reflecting on their practices. Through school-based management, they work alongside parents,
students, and administrators to ensure shared governance and a more responsive education
system. Their resilience and openness to feedback allow them to navigate challenges while
maintaining a strong commitment to student success.

By actively engaging in professional development and staying informed about best

practices, teacher leaders strengthen their ability to create positive change. They build strong
relationships with colleagues, fostering trust and teamwork to address challenges
collaboratively. Their leadership extends to advocating for better policies, supporting school-
wide initiatives, and ensuring that instructional practices align with student needs. With a
balance of courage and perseverance, they tackle complex issues, ensuring that schools
remain dynamic and inclusive spaces for learning. Through their dedication and vision, teacher
leaders contribute to a thriving educational environment where both students and educators are
empowered to grow and succeed.

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