Lesson Structure in Schools

Objectives
 discuss the concepts that influence school organization
as a part of a larger organization in response to
community contexts.
 describe various functions and roles of various
members of the school community based on policies
and procedures to foster harmonious working
relationships.

Introduction
Hello students. Welcome to Lesson 9: The Teacher as School Culture
Catalyst.
The first major topic for this module Structure in School will allow
you to explore the different structures in school as well as their influence in
the organization. The goals and activities of the people in the organization are
shaped by its structure which makes one school different from one another. It
creates the unique school culture and climate that contribute in the growth
and development of teachers, students and all stakeholders.
The second topic is on the Organizational Culture of Schools. This
topic will give you a picture of how school culture makes one school unique.

____

Identify eight (8) factors ____ ____

that influence the teacher
performance in school.
Write them inside the TEACHER
blank circles ____ PERFORMANCE ____
surrounding the word in school
TEACHER/ STUDENT/
NON-TEACHING
PERSONNEL
PERFORMANCE in ____ ____
school. Then, rank them
with 1 as the strongest ____
factor, and so on.
 Analysis
1. What are your first three factors that influence the teacher/student/non-teaching
personnel performance in school? How do you think they influence teacher
performance?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Abstraction

Structures in School
Each school as an institution is distinct from one another. The interaction of
the school heads, teachers, students and other stakeholders which leads to a unique
educational experiences of the learners is influenced by the complex social structures
of the school (Turkkahraman, 2015). And it will be beneficial to identify and explore
some sociological concepts to understand behaviors of students, teachers, and school
administrators in school.

Classical Weberian Bureaucracy

Karl Emil Maximilian Weber (pronounced Vay’- ber) was one of most influential
theorists who was resolving issues on how workers do tasks efficiently.
• Was born in Germany in 1864, died in 1920
• Grew up during the Industrialization era
• Was interested in Industrial Capitalism and in inequality
• Was drawn to know the varied effects of capitalism in different countries
• Observed capitalism in the United States in 1904
• Saw that capitalism in the USA resulted to competition and innovation
• Recognized the link between professional managers and economic
relationships
• Contrasted USA and Germany capitalistic practices on the issue of control,
position, authority based on social standing and connections, family and
social relationships
• Realized that an individual’s social status, individual’s charisma, and
personality characteristics are crucial elements for one to have authority or
respect
 According to Weber, organizations maneuvered using rational authority which is
granted to competent and qualified people are considered more efficient, and this is
what bureaucracy is. And this bureaucracy is a strong tool to make people accomplish
tasks under a system of rules and within hierarchy of authority (Neubeck and
Glasberg, 2005).

Table 1. Weber’s Six Rules of a Bureaucracy

Characteristic of the
Description
Bureaucracy
Each level controls the levels below and is
Hierarchical
controlled by the level above. Authority and
Management
responsibilities are clearly defined for each
Structure
position.
Tasks are clearly defined and employees
become skilled by specializing in doing one
Division of Labor
thing. There is clear definition of authority
and responsibility.
Employee selection and promotion are
based on experience, competence, and
Formal Selection
technical qualification demonstrated by
Process
examinations, education, or training. There
is no nepotism.
Management is separate from ownership,
and managers are career employees.
Career Orientation
Protection from arbitrary dismissal is
guaranteed.
Rules and regulations are documented to
Formal Rules and ensure reliable and predictable behavior.
Regulations Managers must depend on formal
organizational rules in employee relations.
Rules are applied uniformly to everyone.
Impersonality There is no preferential treatment or
favoritism.
(source: https://courses.lumenlearning.com/wm-principlesofmanagement/chapter/reading-
bureaucratic-management/)

Further Readings:
Rao, S. and Smriti,S. (2018).Max Weber’s Contribution to the Sociology of
Education: A Critical Appreciation. Available @ https://journals.sagepub.
com/doi/pdf/10.1177/0973184917744964
Formalization of Structure
Organization structure speaks about how an individual or team performs in the
organization to implement and achieve its goals and objectives. It generally shapes the
behavior and work performance of the people within the organization. The four
aspects of organizational structure have been the concern of various studies in order to
improve the dynamics in the organization: centralization, formalization, hierarchical
levels, and departmentalization.

Formalization is the extent to which an organization’s policies, procedures, job

descriptions, and rules are written and explicitly articulated. Formalized structures
are those in which there are many written rules and regulations. These structures
control employee behavior using written rules, so that employees have little autonomy
to decide on a case-by-case basis. An advantage of formalization is that it makes
employee behavior more predictable. Whenever a problem at work arises, employees
know to turn to a handbook or a procedure guideline. Therefore, employees respond
to problems in a similar way across the organization; this leads to consistency of
behavior.

Formalization has its weaknesses though it gives direction to employees and

lessens ambiguity. If high degree of formalization is present in the organization,
innovativeness may weaken because employees are already comfortable with what
they are having or what they are into. With this work environment, motivation and job
satisfaction are low as well as the decision-making pace is slow. Thus, organizational
crisis is the only way to make critical decision making to address issues and problems.

Other aspects of Organizational Structure

Centralization is the degree to which decision-making authority is concentrated
at higher levels in an organization. In centralized companies, many important
decisions are made at higher levels of the hierarchy, whereas in decentralized
companies, decisions are made and problems are solved at lower levels by
employees who are closer to the problem in question.
Levels of Hierarchy is dependent on the size of the organization. It can be tall
structures with several layers of management between frontline employees and
the top level, and flat structures consist of only a few layers.

Departmentalization can be categorized as either functional which means jobs

are based on similarity of functions or divisional which means jobs are based on
the uniqueness of products, services, clients or location the company is serving.

(source: Organizational Structure. Retrieved from https://open.lib.umn.edu/ principles

management/chapter/7-3- organizational-structure/#:~:text =Marquez%2C%202007).-,
Formalization,many%20written%20rules%20and%20regulations.)
Mintzberg’s Coordinating Mechanism of Structure

Meaning, power and norms as social interaction elements are produced and
reproduced by the behavior of the people in the organization (Giddens,1979).
Henry Mintzberg posits that organization has dimensions that make an organization
distinct from one another:
1. the key part of the organization that critically plays the role in determining its
success or failure;
2. the prime coordinating mechanism which is the major method used in
coordinating its activities; and
3. they type of decentralization used in involving the subordinates in the
decision-making process.
(source: https://platform.europeanmoocs.eu/users/8/Lunenburg-Fred-C.-Organizational-Structure-
Mintzberg-Framework-IJSAID-V14-N1-2012.pdf)

Mintzberg’s Key Parts of Organization

1. Strategic apex (includes senior management)

2. Middle line (links strategic apex to operating core)
3. Operating core (handles operational processes)
4. Technostructure (includes analysists of various sorts)
5. Support staff (supports and offers services to the organization)
6. Ideology (includes company's norms and values)

Table 2. Mintzberg’s Five Organizational Structure

Structural Prime Key Part of Type of
Configuration Coordinating Organization Decentralization
Mechanism
Simple Direct Strategic apex Vertical and horizontal
structure supervision centralization
Machine Standardization Technostructure Limited horizontal
Bureaucracy of work decentralization
processes
Professional Standardization Operating core Vertical and horizontal
bureaucracy of skills decentralization
Divisionalized Standardization Middle line Limited vertical
form of outputs decentralization
Adhocracy Mutual Support staff Selective
adjustment decentralization

(source: https://platform.europeanmoocs.eu/users/8/Lunenburg-Fred-C.-Organizational-Structure-
Mintzberg-Framework-IJSAID-V14-N1-2012.pdf)
 Coordinating Mechanisms
The five prime mechanisms for coordinating the work of the members of an
organization:
1) Direct supervision - Through specific orders or one-to-many monitoring of
the work processes. This usually means that every worker or group, reports
directly to one manager. A manager may have to supervise several groups,
increasing the span of control.

2) Standardization of skills - To ensure that everyone has the same

knowledge and qualifications.

3) Standardization of work processes - Every work process follows a

predefined path and a set of rules.

4) Standardization of outputs - Sets up measures for the outcomes of the

work.

5) Mutual adjustment (informal communication) - Lets individuals

coordinate their own work and communication between peers are the
crucial activity which makes this possible. As a result of a high level of
cooperation, it is used equally and often in both very small and simple
organizations.

(source: Mintzberg’s Structure in Five. Retrieved from

https://structureinfives.weebly.com/coordinating-mechanisms.html )

Further Readings:
1. https://platform.europeanmoocs.eu/users/8/Lunenburg-Fred-C.-Organizational-
Structure-Mintzberg-Framework-IJSAID-V14-N1-2012.pdf)
2. https://www.unf.edu/~gbaker/Man6204/Mintzberg.PDF )
3. The. Structuring of organizations. Henry Mintzberg. Available @
https://www.nrc.gov/docs/ML0907/ML090710600.pdf
4. Caramela, S. (2018). The Management Theory of Mintzberg. Available @.
https://www.business.com/articles/management-theory-of-henry-mintzberg-basics/

The DepEd Organizational Structure (based on Republic Act No. 9155)

The Department of Education responded to this call for transformation through

modification of the DepEd’s organizational structure. The recent approved
organizational structures are in harmony with the provisions of RA 9155 in its
implementation of the principles of decentralization and shared governance that
warrants accountability and relevance to the developmental needs and context of the
learners and other stakeholders of different organizational levels. With the
hierarchical and bureaucratic structure, it is expected that relevant and effective
school leadership will produce effective teacher leadership and competent learners.

RA9155 An Act Instituting A Framework Of Governance For Basic Education,

Establishing Authority And Accountability, Renaming The Department Of
Education, Culture And Sports As The Department Of Education, And For Other
Purposes.

SECTION 1. Short Title. – This Act shall be known as the ―Governance of Basic
Education Act of 2001.‖

SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to protect
and promote the right of all citizens to quality basic education and to make such
education accessible to all by providing all Filipino children a free and compulsory
education in the elementary level and free education in the high school level. Such
education shall also include alternative learning systems for out-of-school youth and
adult learners. It shall be the goal of basic education to provide them with the skills,
knowledge and values they need to become caring, self- reliant, productive and
patriotic citizens.

The school shall be the heart of the formal education system. It is where children
learn. Schools shall have a single aim of providing the best possible basic education
for all learners.

Governance of basic education shall begin at the national level. It is at the regions,
divisions, schools and learning centers — herein referred to as the field offices —
where the policy and principle for the governance of basic education shall be
translated into programs, projects and services developed, adapted and offered to fit
local needs.

The State shall encourage local initiatives for improving the quality of basic
education. The State shall ensure that the values, needs and aspirations of a school
community are reflected in the program of education for the children, out-of-school
youth and adult learners. Schools and learning centers shall be empowered to make
decisions on what is best for the learners they serve.

(source: https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/#:~:text=Third%
20Regular% 20Session-,Republic%20Act%20No.,EDUCATION%2C%20AND%20FOR%20
OTHER%20PURPOSES)

Organizational Structure of the Department of Education Field Offices (RA

9155)

To implement the mandate, vision, mission, and goals of the Department of

Education, structural components are specifically established to ensure clarity of
functions, responsibility, and accountability. As new and young teachers, the
structure and hierarchical levels will help you understand the movement in the
organization.

Section 2 of RA 9155 stipulates that “Governance of basic education shall

begin at the national level. It is at the regions, divisions, schools and learning centers
— herein referred to as the field offices — where the policy and principle for the
governance of basic education shall be translated into programs, projects and
services developed, adapted and offered to fit local needs.‖

DepED Order No. 52, s. 2016 New Organizational Structures of the Central,
Regional and Schools Division Offices of the Department of Education ― as a result
of the Rationalization Program (EO 366) and to assume office functions in the
rationalized structure until the end of December 2015.
(Source: DO 52, S. 2015. AVAILABLE @ https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-
organizational- structures-of-the-central-regional-and-schools-division-offices-of-the-department-of-
education/)
 Further Readings:
1. Organizational Structure of the Department of Education Field Offices (RA 9155),PPT.
Available @https://www.slideshare.net/jemaikhahinata/organizational-structure-of-the-
department-of-education-fields-offices
2. DepEd Organizational Structure/PDF/PPT/
https://www.academia.edu/21671545/DEPED_ORGANIZATIONAL_STRUCTURE_UP
DATED_
3. DepEd Organizational Structure (based on RA 9155) PPT Available @
https://www.slideshare.net/MrsERivera/organizational-structure-of-
deped?from_action=save
4. Macasaet, Alfornso. Governance Of The Education Sector. Available @
http://www.ombudsman.gov.ph/UNDP4/wp-content/uploads/2013/01/Chap7.pdf

Application
You are going to interview one (1) teacher who works in the private school or in
the public school. It can be done via zoom or any platform where you can
communicate with the interviewee on how he/she functions in his/her school as
organization. Ask politely if he/she can talk on the following about his/her
school as organization:
1. Who does the hiring, promoting and firing of teachers?
2. Whom do they get instruction in relation to their classroom duties and
tasks?
3. How do they describe their school as organization in terms of decision-
making?
4. What common issues of task delegation do they encounter?
5. What actions can they recommend to create better school
organization?

Make a summary of the interview results and write your Insight on how
teachers and their classroom performance are influenced by their
organizational structure. Be able to discuss at least three (3) major points
based from the information/ knowledge you gained from this lesson. You can
use bond paper or yellow sheets of paper for your write-up.

Closure
Yes! You successfully finish the first topic of Lesson 9. I hope that you gained
awareness on the challenges a teacher encounters in school as a dynamic
organization. So, you are now ready for the next topic Organizational Culture of
Schools.
 Lesson Organizational Culture of
10 Schools
Learning Outcomes

 explain the meaning of organizational culture of

school.
 discuss how organizational culture of school affects the
teaching and learning experiences or processes.

Introduction
School as an organization has its own ways of doing things in order to achieve
their vision, mission and goals. It means that each school has its organizational
culture that influences how each member of the organization like administrator,
teacher, and student performs and functions.

Activity

(source: https://asiafoundation.org/2017/04/05/school-congestion-philippines-breakthrough-solution/ )

What do people in your school regularly do?

Principal/Administrator ________________________________________

Teacher ________________________________________

Canteen Staff ________________________________________

Student ________________________________________
School Guard ________________________________________

Librarian ________________________________________

____________ ________________________________________

____________ ________________________________________

____________ ________________________________________

____________ ________________________________________
(You can still add until you reach 10 people to describe)

Analysis
1. How does each member’s duty, function or performance
contribute to the success/ failure in your school?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Abstraction

Organizational Culture of Schools

Organizational culture is commonly understood as how we do things around
((Lundy & Cowling, 1996) which is based from the attitudes, beliefs, values shared by
each member in the organization which shapes the distinct character of the
organization (Brown, 1998).

Levels of Organizational Culture

1. Level of basic assumptions are our mental orientation about the world and
about people. This mind set strongly affects our organizational reality.
 2. Level of basic values are values that the organization considers significant in
ensuring achievement of goals and plans. The members are expected to imbibe
these values in their daily work experiences in the organization.
3. Level of artifacts are observed in the appearance and utilization of material
resources like buildings and facilities that manifest what the organization
considered important (Schein, 1992).

Types of Organizational Culture

1. Power culture is an organizational culture influenced by a leader with a strong
personality, who dominates every aspect of the organizational culture. For
educational organization, it is considered not a good culture for it limits the
potential of the school and its processes on different levels to potential of
person who plays the school head role.
2. Role culture which is bureaucratic in nature is rigidly based on laws and
regulations that don’t consider individual decision. This culture is static and
mechanistic that doesn’t approve of flexibility or freedom of action.
3. Task culture is considered the best culture that is established on the potential
of all members of the organization without compromising the goals of the
organization whose condition maximizes the potential of the organization as a
whole. This type strongly promotes the desire for students’ growth and
development.
4. Person culture is strongly considering the potential of all members of the
organization but disregard the interest and goals of the organization (Handy &
Atiken,1986).

Further Readings:
1. Shafer, L. (2018). What makes a good school culture? Available @
https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture
2. Ahmad, F. (2014). Organizational culture. Available @
https://www.slideshare.net/ahmadfraz14606/organizational-culture-42438359
3. http://www.ascd.org/publications/books/115004/chapters/Defining-
Organizational-Culture.aspx

Functions of Culture
Culture is an active agent of change. It functions visibly and invisibly in any
organization.
1. Create distinctions – this makes the organization create a unique character
2. Helps to create a sense of identity
3. Facilitates the generation of commitment
4. Enhances the social stability
 5. Serves as a sense making and control mechanism
(source: Sinha,K. Retrieved from https://www.yourarticlelibrary.com/organization/ organizational-
culture/function-and-dysfunctions-of-organisational-culture/64087)

Application
In this activity, you have a matrix to fill out. The boxes around the
center text will be filled out with what your school has done or has not
done to achieve the goal specified at the center of the matrix. For the
outer boxes, you can give short explanation of your answer.

________________ ________________

HIGH LET PASSING

RATE/ LET
TOPNOTCHER

________________ ________________

________________ ________________

SAFETY IN SCHOOL

________________ ________________
 ________________ ________________

HAPPY
STUDENTS/HAPPY
EMPLOYEES

________________ ________________

Closure
Good job guys! I hope that the sharing of information/knowledge using this lesson
10 will prepare you for your future engagement in the school organization you will
belong.
 Lesson Organizational Leadership
11

Learning Outcomes
 explain what organizational leadership;
 share ideas and qualities that make the teacher an
organizational leader;
 create your concept of leadership; and,
 differentiate the teachers’ roles as managers or leaders.

Introduction
Welcome to Lesson 11.
It is expected from you as a future teacher to engage yourself in
continuing education to equip you from different roles away from teaching.
With this, it is rightful that you will know what makes an effective leader or
manager as you will become in the future. Whether you will become or not,
this lesson would still be useful to you because as a teacher you can’t go away
from being a leader and a manager of your classroom.

Now, think of any words that give descriptions, or qualities to a

teacher who you think is a leader. Write them down as pointed by arrows.
 After you provide those descriptions and qualities of a leader, self-check
yourself now. Answer this quick 10-question quiz to help you discover if you are
a leader or a manager. While there’s more to it than these 10 questions, this will
help you see what direction you lean towards and how to adjust.

1. Are you more work-focused or people-focused?

a. Work Focused b. People Focused
2. Do you prefer stability in a job or do you welcome and navigate change well?
a. Stability b. Change
3. Are you more reactive or proactive?
a. Reactive b. Proactive
4. Do you prefer to micro-manage or do you trust people to meet the goals?
a. Micro-Manage b. Trust People
5. Are you tasked-focused or vision-focused?
a. Task Focused b. Vision Focused
6. Do you like to enforce culture or shape culture?
a. Enforce Culture b. Shape Culture
7. Does conflict bother you or do you find it useful?
a. Don’t Like Conflict b. Find Conflict Useful
8. Do you tend to blame others or take the blame even if it wasn’t your fault?
a. Blame Others b. Take the Blame
9. Do you tend to take the credit when things go well or give credit where credit is due?
a. Take Credit b. Give Credit
10. Do you like to minimize risks or take the risks?
a. Minimize Risks b. Take Risks

If you answered “A” the majority of the time, you are probably more of a manager. If you answered
“B” the majority of the time, you are more of a leader. Not all managers are leaders but all leaders
have to be managers to some degree. Use these questions to help you discover areas of growth for
becoming more of a leader people follow than a manager people submit to.

Analysis

Based on the above activity, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Who are organizational leaders? Discuss.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. What qualities an organizational leader must have? Do you have those

qualities? Explain why you considered those qualities.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Finally, what to you is leadership? Organizational leadership?
 _______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction

Organizational Leadership

Ever since schools have functioned in the autocratic style of the line-staff
model. This means that principals are managers and teachers are their employees.
Teachers are often voiceless and powerless to influence their heads in the quest of
improving students’ achievements. However, with the advent of No Child Left
Behind, many school leaders are seeking more effective organizational behavior by
drawing on the leadership potential of all stakeholders, especially teachers (Gabriel,
2005).

In organizational leadership, as mentioned by Prieto, et al (2019), school

leaders help set strategic goals for the organization while motivating the teachers,
learners, parents, non-teaching personnel, and other members of the community to
carry out tasks to realize those goals. Also, the school leader helps anyone in the
organization to lead others regardless of rank and tenure. This leadership which is not
necessarily come from the top of the organization is teacher leadership.

School Head: A leader or a Manager?

The school heads become leaders when they lead the school by formulating
the vision, mission, goals including the School Improvement Plan (SIP). However,
they become managers when they see to it that these plans are implemented on time,
the resources are available and the persons to do the job are qualified and available.
Therefore, school heads must be both leaders and managers. What will happen if the
school heads are only leaders? Are only managers?

Understanding Differences: Managers versus Leaders

If Teacher Matthew is a good manager, does it follow that he is also a good

leader? What about Teacher Aissa? She is known as a good leader. Does it follow that
she is also a good manager?
 When someone lands on your group they never say, “Take me to your
manager”. They say, “Take me to your leader? But why not a manager? Aren’t these
two terms synonymous? Is it important to understand what defines a leader and a
manager? What is then the difference of leadership from management?

In school, teachers are both leaders and managers even they have refused to
accept leadership positions. So, ideally, managers are leaders. But when that's not the
case, here are five important differences between a leader and a manager taken from a
magazine published by Cornerstone in 2016.
1. Managers Manage the Tasks at Hand. Leaders Lead Towards the Future.
Managers are focused on getting the current job done. That's fine—it needs
to get done. But a leader is looking at the big picture. In school, when the principal
is focusing on how the daily tasks are accomplished, he or she is managing. But
when the principal sets the goals of what to accomplish by the school in the longer
run, he or she is leading.
2. Managers Supervise People or Tasks. Leaders can be Individual Contributors.
Managers have subordinates. They have people working for them. They
have created powers and they lead with authority. Sometimes a leader doesn't have
a big title, and it's just the person that everyone looks up to for guidance and
direction to be an individual contributor. This person embodies leadership and
people naturally follow. Leaders have followers because they create influence and
they lead by inspiring.
3. Leaders Guide People Towards Success. Managers Tell People What to Do.
If the school heads are checklist type of managers, they probably not
leaders. Checkboxes aren't bad—they aren't. But, if all they can do is tell people to
check off boxes, it's not leadership. A leader inspires and supports other people to
succeed, and sometimes that involves individual tasks and sometimes it involves
letting things evolve on their own.
4. Leaders Are Willing to Give up control. Managers Set Directions for Everything.
When a direct report becomes too proficient, it can send ill-equipped
managers into a frenzy. Leaders rejoice and recognize that this person is ready for
more responsibility and a possible promotion. Managers may be tempted to keep
their tasks and their projects close at hand. Leaders recognize when someone is
ready to take on new responsibilities and rejoices in that.
5. Leaders Care About the People. Managers Care About the Numbers.
Numbers are important—anyone who tells you otherwise is off his rocker.
However, they aren't the only thing that matters. A manager might bark at a slow-
moving worker to pick up the pace, but an empathetic leader will ask if there is a
problem and offer a solution. Both leaders and managers may end up firing an
employee who can't pull it together, but a leader will try to resolve the issue first.
 If you're a manager stop and take a look at how you conduct yourself. Are you
acting as a true leader, or simply as a manager? It is important to understand the
differences that define leaders vs. managers and to make sure you focus on
developing the former.

Application

A. Below are the situations that usually took place in a typical school. Imagine
that you are the school head. Challenge your leadership skills on how you will
respond to the following situations. Write your response to the space provided
for.

1. Teacher Luke comes to you with a suggestion to help the team. As their head,
it’s something you probably already should have done, but haven’t gotten
around to.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Your school recruits a new faculty raised from the city. You were raised in an
area where everyone says things indirectly and gently, but your new hire is
more direct.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. During a faculty meeting, unexpectedly, Teacher Juan asks a tough question:

they zoom out and question the value of the project you’re all focused
on. “How did we get here? What made us decide to do this in the first
place?”
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 B. Based on this lesson, write your own concept of a leader or leadership.

Closure
You have just finished Lesson 11. In the next lesson, you will learn about the
leadership skills and styles and identify how these will be beneficial to you as a future
leader. If you are ready, you may now start Lesson 12.