CHAPTER 8

ORGANIZATIONAL LEADERSHIP
 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 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.
 ACTIVITY
• Give an example of an object that symbolizes
a leader of an organization. Explain your
symbol of leadership.
 Analysis
Based on the objects presented:
1. Who is an organizational leader?
2. What do organizational leader do?
3. What qualities do they possess?
 ABSTRACTION
Organizational Leadership
 In organizational leadership, leaders help set
strategic goals for the organization while
motivating individuals within the organization to
successfully carry out assignments in order to
realize those goals.
 In the school setting, the school leader helps set
the goal/ targets for the school and motivates
teachers, parents, learners, non- teaching
personnel and other members of the community to
do their task to realize the school goals.
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 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
 Are leadership and management
synonymous?
 Is a leader a manager or is a manager a
leader?
 If I am a good leader, does it follow that I am
also a good manager?
 Or if I am a good manager, am I at the same
time a good leader? Not necessarily.
School Head must be both Leader and a Manager

 A 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 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.
 Managers versus Leaders
Managers Leaders
Administer Innovate
Their process is transactional; meet Their process is transformational; develop
objectives and delegate tasks. a vision and find a way forward.

Work Focused People Focused

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

Have Subordinates Have Followers

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

Do Things Right Do the right thing

Managers enact the existing culture and Leaders shape the culture and drive
maintain status quo. integrity.
 Types of Skills Demanded of Leaders

Leaders use 3 broad types of skills:

1) technical, 2) human and 3) conceptual.

Technical skills refers to any type of process or

technique like sending e-mail, preparing a power
point presentation.
Human skill is the ability to work effectively with
people and to build teamwork. This is also
referred to as people skills or soft skills.
 Conceptual skill is the ability to think in terms
of models, frameworks and broad relationships
such as long range plans.

In short, conceptual skills deal with ideas

while human skill concerns relationship with
people and technical skills involves psychomotor
skills and things. The ideal school leader
possesses all three.
 Leadership Styles
• Autocratic
• Consultative
• Democratic
• Laissez Faire
 Autocratic leaders do decision making by
themselves.
 Consultative leaders allow participation of the
members of the organization by consulting them
but make sure the decision themselves.
 This is what happens in consultation meetings
called by schools when they increase tuition fees.
 Sometimes education stakeholders get
disappointed that their suggestions are not carried
after school leaders have consulted them. They do
not understand that consultation does not
necessarily approval of stakeholders suggestions.
 Democratic leaders allow the members of the
organization to fully participate in decision
making.
 Decisions are arrived at by way of consensus.
This is genuine participation of the members
of the organization which is in keeping with
school empowerment.
 In laissez faire or free-rein leadership style, leaders
avoid responsibility and leave the members of the
organization to established 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.
 The Situational Leadership Model
 In situational leadership, effective leaders adapt
their leadership style to the situation of the
members of the organization, to the readiness
and willingness of the group members.
 Paul Hersey and Kenneth H. Blanchard (1996)
characterized leadership style in terms of the
amount of task behavior and relationship
behavior that the leader provides to their
followers.
 They categorized all leadership styles into four
behavior styles, which they names S1 to S4.
 S1 S2 S3 S4
Selling/ Directing Telling/ Coaching Participating/ Delegating
Supporting

Individuals lack Individuals are Individuals are Individuals are

the specific skills more able to do the experienced and experiences at the
required for the task; however, they able to do the task task, and
job in hand and are demotivated for but lack the comfortable with
this job or task. confidence or the their own ability to
they are willing to Unwilling to do the willingness to take do it well. They are
work at the task. task. on responsibility. able and willing to
They are novice not only do the
but enthusiastic. task, but to take
responsibility for
the task.
 If the group member is able, willing and
confident (high readiness), the leader uses a
delegating leadership style.
 The leader turns over the responsibility for
decisions and implementation to the members.
 On the other hand, if the group members have
low readiness, unable and unwilling, the leader
resort to telling the group members what to do.
 In short, competent members of the organizing
require less specific direction than less
competent members. Less competent people
need more specific direction than more
competent people.
 Among these leadership styles, no one style is
considered best for all leaders to use all the
time.

Effective leaders need to be flexible, and must

adapt themselves according to the situation, the
readiness and willingness of the members of the
organization.
 Servant Leadership
 Robert K. Greenleaf (1997) coined the
paradoxical term servant- leadership.
 How can one be a leaders when she/he is
servant?
 That’s the common thinking. But the paradox
is Greenleaf’s deliberate and meaningful way
of emphasizing the qualities of a servant
leader.

 He describe 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, wiser, freer,
more autonomous, more likely themselves to
become servants? And, what is the effect on the
least privileged in society; will they benefit, or, at
least, not be further deprived?
(Greenleaf, 1997/2002, p. 27)
 The first desire of the servant leader is to
serve. How? By leading. The greatest teacher of
humankind, Jesus Christ, was a servant-leader.
He taught his disciples “he who wants to great
must be the servant of all'. The life of the
Greatest Teacher was a life of total service to
all.
 We often hear the term "public servants" to refer to
appointed and elected officials of the government to
emphasize the fact that they indeed are servants of the
people.
 Their first duty is to serve and in serving, they lead.
 They don't think of their power as leaders first. If they do,
they tend to become more conscious of their importance
felt over their conscious of their power over their
constituents and tend to impose that power or make their
importance felt over their constituents and forget that if
ever they are given power it is to serve their people.
Someone said "power corrupts".
 And i need it does, when leaders think first of their power
and forget the very reason why such power was given, i.e.
to serve. The greatest teacher said:
“…. and whoever wants to be first among you must be
your slave.”
(Matthew 20:27)
“The greatest among you shall be your servant.”
(Matthew 23:11)
“If anyone wants to be first, he must be the last of all
and the servant of all.”
(Mark 9:35)
“You know how the pagan rulers make their powers
felt. But it shall not be this way among you. Instead,
whoever wants to become great among you must be
your servant.”
(Mark 10:43)
 His whole life was a life of service. In fact, he
wanted to impress this idea of servant-
leadership by doing something dramatic in his
last days on earth. He washed the feet of his
apostles. Washing the feet was the work of a
servant in his time.
He wanted to etch in the memories of his
apostles the idea that leaders are supposed to
be “foot washers". Leaders are supposed to be
servants of all.
 Servant leadership seeks to involve others in
decision making, is strongly based in ethical and
caring behavior, and enhances the growth of
workers while improving the caring and quality
of organizational life.
The school head who acts as a servant leader
forever remembers that he/she is there to serve
his/her teachers, the students, the parents etc.
and NOT the teachers, learners, parents to serve
him/her.
 Transformational Leadership
 Robert Kennedy once said: "Some men see things as
they are, and ask why. I dream of things that never were,
and ask why not."
 Those who dream of things that never were and ask
“why not" are not transformational leaders.
 The transformational leader is not content with status
quo and sees the need to transform the way the
organization thinks, relates and does things.
 The transformational school 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.
To do this the transformational leader
combines charisma, inspirational leadership and
intellectual stimulation to introduce innovation
for the transformation of the organization.
 Sustaining Change

For reforms to transform, the innovations

introduced by the transformational leader must
be institutional and sustained. Or else that
innovation is simply a passing fad that loses its
flavor after a time. A proof that an innovation
introduced has transformed the organization is
that the result or effect of that change persists
or ripples even when the transformative leader
is gone or is transferred to another school or
gets promoted in the organization.
 We feel most comfortable with our old pair or
shoes. We like to live in our comfort zones and
so sometimes we don’t welcome change. And
yet if we want improvement in the way we do
things in our organization, in our school or if we
want to improve in life we must be willing to
change. The transformational leader
ought to deal with resistance to
change to succeed.
There will always be resisters to change. To
ensure that the innovation he/she introduces
leads to the transformation of the organization,
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
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 as may people as
possible.
3. Plan a communications campaign to “sell” the
innovations - Morata (2011) asserts: “The change
envisioned must cascade downwards to the last
lesson plan and ripple side wards to win the
support of major stakeholders”.
4. Ensure that the innovation is understood by
all - The benefits and costs must be appreciated
and weighted carefully.
5. Considered 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.