Opol Community College

College of Education
The Teacher and The Community Culture and Organizational Leadership

Name:BAA, CHEZYL ANN A.

Class Schedule :Wednesday 5:00-8:00 PM
Activity No: 8__ Group No.____________________

Topic: Organizational Leadership

Objectives:

A. Explain what organizational leadership is

B. Distinguish between leadership and management
C. Describe different organizational leadership styles
D. Explain what situational leadership, servant leadership are
E. Discuss how to sustain change in an organization

Questions:

1. based on this lesson and by means of an acrostic, give qualities or specific behaviours of good
leaders. see example

L- Listener. A good leader is a good listener. He knows how to listen to others when his people
share their own opinions and ideas.
E-Energetic. He is able to emit positive energy and positive vibes in the group. Having a reserve
of positive energy has a tremendous impact on your ability to navigate success with less stress.
A- Approachable. An approachable leader makes people feel comfortable and at ease. They
create an environment where people feel at ease so that they can work together,
connect, and communicate without fear of retribution.
D- Decisive. A decisive leader carefully weighs the potential effects of each option and chooses
the opportunity that works best for his or her subordinates.
E- Empower others. He is able to share his knowledge and set himself as a good example to the
people he leads.
R- Results Driven. A good leader is one that strives to make things happen and be able to
demonstrate what it's like to get things done on time and on schedule.
S- Servant. He is servant first before a leader.

2. you are assigned as school head in a low-performing school. students are poorly motivated,
parents and community are not very cooperative, and teachers have low morale. as a leader,
what should you do? outline your steps.
 If I will be assigned in this low performing school, I will make sure to follow these following
steps.
First, upon dispatching me to that school, I will call the attention of all the teachers. I will
talk to them, know their opinions, ask everybody about their condition and check their
suggestions to beautify and change the reputation of the school. After that, I will let all of
the teachers to vote to every suggestion allowing everyone of them to participate in the
 decision making. When the decision of the suggestions has been made, we’ll be making the
school program that we will be following for the next years. Then, I will assign some
teachers to implement and lead the programs. After planning the school program, I will ask
for a General Parent Teacher Association (PTA) meeting to talk to the parents personally and
inform the parents about the new program and plans. We will be discussing the desired
outcome, the help that we need from them and the cooperation that we will be expecting
from their children and parents. Then, I will also call the community leader to discuss the
need for resources that the school needs from them. The community leader will be the one
to inform his/her people for a better partnership with the school. After having the meeting
with the parents and community leaders, I will then schedule a classroom evaluation to
every grade levels to assess the needs and the things that we need to do to motivate the
students. I will also review the teachers' lesson plan to see what's wrong with the teachings.
I will also consider school programs every month to encourage students to go to school,
participate in any school contests and socialize with other students. I think this will help a lot
to motivate the students.
Lastly, I will assist and encourage the teachers every time to achieve unity and collaborate
with them to achieve a good outcome.

3. you are introducing an innovation in school. sociologically, Filipinos are known for the “ningas-
cogon” mentality. How does this mentality affect school innovation? as a leader, how will you
counteract it?
 This "Ningas-Cogon" mentality affect school innovation in a way that this will cause delay to
the innovation process of teaching and learning. Since, Ningas-Cogon mentality is an
attitude that starts something with interest and enthusiasm and then after a very short time
it suddenly lost interest, stop whatever it doing and leaving things incomplete. That is why it
is a mentality which is considered as a threat to the school's development and progress. Due
to the fact that school innovation involves stages such as: Idea generation and mobilization,
Advocacy and screening, Experimentation, Commercialization, Diffusion and
implementation. Along with this process we cannot avoid that some of our members will
lost their interest, stop whatever they are doing and leaving everything incomplete. As a
leader, I will counteract it through applying the principles of transformational leadership. In
this leadership style, it concerned with introducing and sustaining the innovation. That is
why, it is expected that the organization will become visionary, engager, learner,
collaborator, and instructional in sustaining school innovation after it was introduced. Also,
the leader in this leadership style is not content with status quo and sees the need to
transform the way the organization thinks, relates and does things. So, on this kind of set-up
all the members in the organization will no longer have a sudden lost of interest and
enthusiasm but instead it will make them more driven and motivated to sustain the school
innovation. To do this, as transformational leader I will combines charisma, inspirational
leadership and intellectual stimulation to introduce innovation for the transformation of the
organization. Part of the steps is knowing the people whom I am dealing with. Right from
the start when we are dealing with people with this type of mentality we have to consider
that they may lose the interest after we introduce the idea at hand to them. The new idea of
school innovation should not be introduced at once but instead of little by little to maintain
their excitement, interest and enthusiasm. We should also do as a habit the giving and
accepting more compliments and encouragements among the circle of organization to avoid
Ningas-Cogon mentality and hopelessness, and rather gives strength and enthusiasm to
finish the school innovation idea that has been generated.
4. Two of your teachers are doing very well. Four strongly resist continuing professional
development. Two are about to retire and are simply waiting to retire. To make your school
perform. As a school head. what moves will you take? Explain.
 As a school head, to make my school perform well I will implement adaptability for
introducing and sustaining change and innovation. Being adaptable in every situation
is important because being able to rapidly learn new skills and behaviors in response to
changing circumstances, as we all know change is inevitable and that we need some changes
in order to create a more possible solution in any problem. Since, we have four teachers
who strongly resist Continuing Professional Development (CPD) and as their school head I
will become a transformational leader who ought to deal with resistance to change to
succeed. Actually, we can consider that those four teachers are resistant to change,
contented with the status quo and a threat for school innovation. So to ensure that they will
abide by the change that I will implement, I will gather the support of my stakeholders and
plan possible ways to encourage the teachers to actively participate in the CPD process
because as a teacher it is an important aspect that we undergo on the CPD process
because it will help us to be a better professionals in the field of teaching, and it will be a
great help since our skills, knowledge will improve. I will encourage them to go out from
their comfort zone and push them to their limit to develop their fullest potentials. One way
to develop their fullest potential is to never stop learning. Even the two teachers who are
about to retire and are simply waiting for their retirement should never stop learning and
enhance their teaching profession. For that I will require them to participate for free in any
educational conferences, workshops, or attend online seminars. Even though they are about
to retire, they should always consider that learning never stops and so the knowledge we
learn because as long as we are still alive there are things we need to learn in order to adapt
change and innovate for the betterment. So as the school head, be an example for everyone
that applying changes and getting cope up with it is important because without change we’ll
be stock in that same situation and we will be if we don’t create possible solution and as
teacher we should know our responsibilities because being a teacher is not just working
within the four walls of the classroom, we are the voice and the passage way of learning so
that we could deliver the learning each students’ deserves.

5. There are many styles of leaderships which do you think is the best for you? why?
 Here are the various styles of leadership that I think is best for me.
a) Model the way. Set the example.
SERVANT LEADERSHIP. As a servant leader, you're a "servant first" – you focus on the needs
of others, especially team members, before you consider your own. You set yourself as an
example to everyone because a leader people will always look at you with full respect so we
should be someone that is a good example. You acknowledge other people's perspectives,
give them the support they need to meet their work and personal goals, involve them in
decisions where appropriate, and build a sense of community within your team.
b) Share your vision. Enlist others.
DEMOCRATIC LEADERSHIP. Democratic leaders are leader who are open to everyone. They
seek feedback from the students, staff, administrators, and families before
implementing some changes and policies in the school. It enlist others in a common vision
by appealing to their values, interests, hopes and dreams.
c) Challenge the process. Look for ways to grow.
 TRANSFORMATIONAL LEADERSHIP. Transformational leaders provides it members a
challenging opportunities to approach problems in a new perspective. They are the one who
always look up for possible changes that will help the school community to grow. They
search out
challenging opportunities to change, grow, innovate and improve. As they experiment, they take
risks and learn from any mistakes.
d) Enable others to act. Empower others.
SERVANT LEADERSHIP. Servant leaders are committed to the personal and professional
development of everyone on their teams. They are someone who inspire and encourage their
members to be their best version of themselves. They strengthen people's ability by delegating
power, developing their competence and offering visible support.
e) Set goals.
AUTOCRATIC LEADERSHIP. Autocratic leaders are focused on a results oriented approach. They
provide clear expectations for what needs to be done, when it should be done, and how it
should be done.
f) Build trust.
DEMOCRATIC LEADERSHIP. Democratic leaders tend to make followers feel like they are an
important part of the team, which helps foster commitment to the goals of the group. It also
promote genuine participation of the members in the organization which is in keeping with
school's empowerment.
g) Give the direction.
DEMOCRATIC LEADERSHIP. Democratic leaders are someone who offers guide to group
members, but they also participate but they always see to it that members are included.
They improves every individual's strengths by giving them new tasks, conduct meetings to
discuss issues and offer valuable constructive criticism.
h) Encourage the heart. Give positive reinforcement.
DEMOCRATIC LEADERSHIP. Since democratic leaders are open to everyone, group members feel
engaged and that they are not left behind. To keep hope and determination alive, leaders
recognize individual contributions to the success of the project and celebrate team
accomplishments regularly.

6. write a reflections of your learning in this module.

 I have understand from this module that everything about a school needs to focus on
student learning with the dignity and development of each individual at its heart.
While schools have much in common, every school is a unique community and leadership
needs to be situational and come from within. Outstanding school leaders strive to improve
both the components and the dynamics of the system. This includes a concern for
curriculum, assessment, the school’s culture and values, the role of parents and the
community. Above all school leadership should be focused on improving learning through
developing better teaching as teachers are the most powerful influence on student learning.
Good leadership is a necessary condition for educational excellence. The best schools
understand the difference between leadership and management, viewing leadership as a
process rather than a position of authority. Great leaders get the best out of the system by
creating, implementing, monitoring, reviewing and refining goals practices and policies so
that student learning outcomes are continuously improved. Teachers and students, fully
supported, are leadership resources of enormous power and potential. For this reason
leadership is best viewed as a collective responsibility and widely distributed. So as a leader
in a school premise, we should set ourself as an example for everyone to follow because the
innovation we are doing is not for our own good but for the benefits and for the sake of
everyone. If we as a leader will practiced that kind Filipino trait, then eventually our
subordinates will imitate and also practiced doing it, we should be a good example for
everyone. As a leader, you should have a strong will to meet the goals set out for that
innovation, then after that plan for the things or make out a time table or schedule so that
teacher or your subordinates will be inform on what should be done on this specific time
and date and on what specific date should the innovation be done. If we as the leader show
how determined we are in doing things, then other will see your determination and will act
on their will because they see what kind of leader they have. Leadership starts with
‘knowing yourself’ and developing self-confidence, empathy and resourcefulness. This
cannot be taught but it can be nurtured and needs to be infused in every day school life and
culture rather than become a mere marketing slogan. Schools are part of a community and
must acknowledge their responsibility to contribute to and play a leadership role in
community life. Learning and leadership do not begin or end at the school gate.