CHAPTER :8

Organizational
Leadership
Leadership isn't about titles, it's about
influence. Building high-performing teams
is the key to success.
Learning Outcomes:
At the end of this Chapter, you should be able to:

explain what organizational leadership is:

distinguish between leadership and management
describe different organizational leadership styles explain what
situational leadership, servant leadership are and
discuss how to sustain change in an organization
INTRODUCTION

Expected of professional teachers who care for and embark on

continuing professional development is a promotion along the way. With
this in mind, this course wont be complete without a discussion of an
effective leader and manager for which you will be in the future. But
should you refuse offer for a managerial or leadership position in school
or in the bigger educational organization because of the love for teaching
and learners, this lesson on organizational leadership wont be laid to
waste because even as teacher you are ready a leader and a manager. You
are a teacher and a class or classroom manager.
Define
Leadership
Leadership is the ability to guide,
inspire, and influence others to
achieve a common goal.
 WHAT
IS
ORGANIZATIONAL
LEADERSHIP?
 ORGANIZATIONAL LEADERSHIP
Organizational leadership works towards what is best for individual members and
what is best for the organization as a group at the same time. Organizational
leadership does not sacrifice the individual members for the sake of the people nor
sacrifice the welfare of the group for the sake of individual members. Both individual
and group are necessary. Organizational leadership is also an attitude and a work
ethic that empowers an individual in any role to lead from the top, middle, or
bottom of an organization. Applied to the school setting, the school leader helps
anyone from the organization not necessarily from the top to lead others. An
example of this leadership which does not necessarily come from the top of the
organization is teacher leadership.
 LEADERSHIP
VERSUS
MANAGEMENT
 School Head must be both a Leader and a Manager

A school head leads the school and community to formulate the vision, mission,
goals, and school improvement plan. This is a leadership function.S/he sees to it
that this plan gets well implemented on time and so ensures that the resources
needed are there, the persons to do the job are qualified and available. This is a
management function. Imagine if the school head is only a leader. You have the
vision, mission, goals and school plan but no implementation. The plan is good
only in paper. If you do the task of a manager only, you will be focusing on the
details of the day-of-day implementation without the big picture, the vision and
mission. So it big picture for connect and meaning. This means that it is best that
a school leader is both a leader and a manager.
 TABLE 1.COMPARISON OF MANAGER AND LEADER

MANAGERS LEADERS

ADMINISTER INNOVATE

WORK FOCUSED PEOPLE FOCUSED

HAVE SUBORDINATES HAVE FOLLOWERS

DO THINGS RIGHT DO THE RIGHT THING

Source; Dubrin,Andrew E.(2006) Essentials of management,Mason, OH 45040

 TYPES OF SKILLS DEMANDED FOR LEADERS

1.Technical skills refers to any type of process or technique like sending

e-mail, preparing a power point presentation.

2. Human skill is the ability to work effectively with people and to build
teamwork. This is also referred to as people skills or soft skill.

3. Conceptual skill is the ability to think in terms of model frameworks and

broad relationships such as long ng plans. short, conceptual skills deal with
ideas while human skill concerns a relationship with people and technical
skills involves psychomotor skills and things. The ideal school leader
possesses.
LEADERSHIP
STYLES

Autocratic Consultative
Democratic Laissez faire
 LEADERSHIP STYLE

AUTOCRATIC
Autocratic leaders do decision making by themselves.
 Consultative leaders allow
participation of the members of
the organization by consulting
them but make the decision
CONSULTATIVE themselves. This is what
happens in consultation
meetings called by schools when
they increase tuition fees.
Sometimes education
stakeholders get disappointed
that their suggestions are not
carried after school leaders have
consulted them. They do not
understand that consultation
LEADERSHIP does not necessarily mean
STYLE approval of stakeholders
suggestions.
LEADERSHIP
STYLE

DEMOCRATIC
Democratic leaders allow the members of the
organization to fully participate in decision
making. Decisions are arrived at by way of
consensus. This is genuine participation of the
members of the organization which is in
keeping with school empowerment.
LAISSEZ FAIRE In laissez faire or free-rein leadership style,
OR leaders avoid responsibility and leave the
members of the organization to establish
FREE-REIN their own work. This leadership style leads
to the kanya-kanya mentality, one
weaknesses of the Filipino character. There
will be no problem if the situation is deal, i.e.
each member of the organization has
reached a level of maturity and so if
members are left to themselves they will do
only what is good for the organization. On
the other hand, it will be chaos If each
member will do as he/she please even if it is
against the common good.
LEADERSHIP
STYLE
 The Situational Leadership Model

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

situation of the members of the organization,.e,. to the readiness and
willingness of group members.

Paul Hersey and Kenneth H. Blanchard (1996) characterized leadership style in

terms of the amount of task behavior and relationship behavior that the leader
provides to thier followers. They categorized all leadership styles into four
behavior styles, which they named S1 to S2.
 TABLE 2. BEHAVIOR STYLES IN SITUATIONAL LEADERSHIP

S1 S2 S3 S4

SELLING/DIRECTING TELLING/COACHING PARTICIPATING/SUPPORTING DELEGATING

Individuals are
Individuals lack the experienced at the
Individuals are
specific skills Individuals are more task, and
experienced and comfortable with
required for the job able to do the task
able to do the task their own ability to
in hand and they however ,they are
but lack the do it well. They are
are willing to work demotivated for this able and willing to
confidence or the
at the task. They job and task. Unwilling not only do the task,
willingness to take
are novice but to do task. but to take
on responsibility. responsibility for the
enthusiastic.
task.
 SERVANT LEADERSHIP

Robert K. Greenleaf (1977) coined the paradoxical term servant- leadership. How can
one be a leader when he/she is servant? That's the common thinking. But the paradox is
Greenleafis deliberate and meaningful way of emphasizing the qualities of a servant
leader. He describes the servant...
servant first. It begins with the natural feeling that one wants to serve. Then conscious
choice brings one to aspire to lead. The best test is: do those served grow as persons:
do they, while being served, become healthier, unser, freer, mon autonomous, more
likely themselves to become servants And, what is the effect on the least prisleged in
society, wth they benefits the offeast, not be further deprived? (Greenleaf 1977/2002,
p. 27)
 TRANSFORMATIONAL LEADERSHIP

Robert Kennedy once said: "Some men see things as they are, and ask why. I dream of
things that never were, and ask why not." Those who dream of things that never were
and ask "why not" are not transformational leaders. The transformational leader is not
content with status qou and sees the need to transform the way the organization thinks,
relates and does things. The transformational school leaders sees school culture as it
could be and should be, not as it is and so plays his/her role as visionary, engager,
learner, collaborator, and instructional leader. As a transformational leader he/she
makes positive changes in the organization by collaboratively developing new vision for
the organization and mobilizing members to work towards that vision.
 SUSTAINING CHANGE
For reforms to transform, the innovations introduced by the
transformational leader must be institutional and sustained. Or
else that innovation is simply a passing fad that loses its flavor
after a time. A proof that an innovation introduced has
transformed the organization is that the result or effect of that
change persists or ripples even when the transformative leader is
gone or is transferred to another school or gets promoted in the
organization.
 SUSTAINING CHANGE
To ensure that the innovation he/she introduces leads to the transformation of the organization,
Morato of Bayan ABS-CBN, (2011) gives the following advice.

1. seek the support of the stakeholders - The leaders must build a "strong coalition of allies in
order to push for any meaningful change that would yield results. Innovations cannot be forced
upon the teachers, the students, the parents, the community... without serious consequences."

2. get people involved early and often Resistance drops off in proportion to the involvement of
participants. You may not to expect 100-percent support from any individual who was not
personally involved in a change that affected his/her work. It is best to set up networks to reach
out to as many people as possible.
 SUSTAINING CHANGE
3. plan a communications campaign to "sell" the innovation -Morata
(2011) asserts: "The change envisioned must cascade downwards to the
last lesson plan and ripple sidewards to win the support of major
stakeholders".
4. ensure that the innovation is understood by all - The benefits and costs
must be appreciated and weighed carefully. 5. consider timing and phasing
These are highly critical; missteps might backfire and lack of sensitivity to
stakeholders might lead to resistance. Morato described the successful
innovations in several schools innovations in the Philippines. Refer
to_______________
ANY QUESTIONS?
Thank You!