UNIT 5

THE TEACHER AS AN ORGANIZATION LEADER

PREPARATION

Activity:
PRELIMINARY READING AND RESEARCH – PSTs are required to do research and
preliminary reading on pre-assigned organizational leadership topics/concepts. There will be group
presentation after the group sharing.
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 won’t 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 won’t 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.

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 goals/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 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

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 a Leader and a Manager

Study the figure below.

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 3. Comparison of Manager and Leader

MANAGERS versus
LEADERS
MANAGERS LEADERS
Administer Innovate
Their process is transactional; meet Their process is transformational: develop a vision and
objectives and delegate tasks. find a way forward.
Work Focused People Focused
The goal is to get things done. They are skilled at The goals include both people and results. They care
allocating work. about you and want you to succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create circles of influence and lead by inspiring.
authority.
Do Things Right Do The Right Thing
Managers enact the existing culture and maintain Leaders shape the culture and drive integrity.
status quo.
Source: Dubrin, Andrew E. (2006) Essentials of management, Mason, OH 45040 USA

Types of Skills Demanded of Leaders

Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual. Technical skills
refer 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 wile human skill
concerns relationship with people and technical skills involves psychomotor skills and things. The
ideal school leader possesses all three.

Leadership Styles
Here are leadership styles:
Autocratic leaders do decision making by themselves. Consultative leaders allow
participation of the members of the organization by consulting them but make 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 mean 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 establish 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,.e 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
behaviour and relationship behaviour
that the leader provides to their
followers. They categorized all
leadership styles into four behaviour
styles, which they named S1 to S4.

Table 4. Behavior Style in Situational Leadership

S1 S2 S3 S4
Selling / Directing Telling/ Coaching Participating/ Delegating
Supporting
Individuals lack the Individuals are more Individuals are Individuals are
specific skills required able to do the task; experienced and able experienced at the task,
for the job in hand and however, they are to do the task but lack and comfortable with
they are willing to work demotivated for this job the confidence or the their own ability to do it
at the task. They are or task. Unwilling to do willingness to take on well. They are able and
novice but enthusiastic. the task. responsibility willing to not only do
the 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 the decisions and
implementation to the members.. On the other hand, if the group members have low readiness, i.e..
unable and unwilling, the leader resort to telling the group members what to do.
In short, competent members of the organization require less specific direction than less
competent members. Less competent people need more specific direction than more competent people.
For a graphic presentation of the Situational Leadership Model, visit http://teachthem.files.wordpress.com/2012/11/situational-
leadership-model.jpg

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 (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 Greenleaf>s 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, 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, 1977/2002, 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
constitutients 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 the 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 power felt. But I 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
“footwashers.” Leaders are supposed to be servants of all.
 Servant leadership seeks to involve others in decision-making, is strongly based in ethical and
caring behaviour, 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
Picture Not Mine. Credits to the owner

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 ad ask “why not” are not
TRANSFORMATIONAL LEADERS.” The Transformational
leader is not content with status quo and sees te need
to transform the way the organization thinks, relates
and does things. The transformational school leaders
see 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 embers to
work towards that vision.
To do this, the transformational leader combines
charisma, inspirational leadership and intellectual
simulation 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 flavour after a a
time. A proof than 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 tat 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 early and often – Resistance drops off in proportion to the involvement of
participants. You may not to expect 100-percentt support from any individual who was not
personally involved in a change that affected his/her wor. It is best to set up networks to reach
out to as many people as possible.
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.
PRESENTATION

THE SCHOOL HEAD IN SCHOOL-BASED MANAGEMENT (SBM)

The Meaning of School-Based Management (SBM)

Ms. Ligaya, the school head, is smart. She knew she couldn’t solve the problems all alone so she
involve the teachers, the parents, the student leaders and leaders of the community. She knew that by
involving them these members of the school community will feel a sense of ownership. Because they
were the ones directly involve with the problems, they themselves are in the best position to solve the
problem. The actions that Ms. Ligaya took are all in accordance with School-Based Management.

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

initiative by developing power of authority to schools 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
environment for children.

SBM and the Principle of Subsidiarity

SBM is in keeping with the principle of subsidiarity which states that it is e 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.” https://action.org/pub/religion-liberty/volume-6-number-4/principle-subsidiarity)
Those in the higher echelon are far removed from the scene and are therefore no as involved and as inform as
those from those below.

Advantages of SBM

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

Involving stakeholder-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 the
number of classroom built as a result of the strong partnership between schools and communities and
successful school-community programs like those describe in the Chapter on the School and the
Community.
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 organization like DepEd. In a hierarchical organization, straight jacket rules,
procedures and allocations 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 phase of the lesson is a of a part of a School Improvement
Plan). It is the schools themselves, no DepEd higher offices that know best their problems and the
solutions to these 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, the kind of learning materials and
resources they need.

Since schools are given more power to direct themselves, they are 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
institutionalize a system of decentralization (Article 10, Sec. 3) whereby local government units shall
be extended more power, authority….The Local Government Code in 1991 is a fulfilment 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, 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.
 Higher authorities must exactly encouraged 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 larger community.
 Teachers must develop reflection, problem solving.
In addition, based on international experience, the following must be present for SBM to
succeed in Schools:
 Have basic resources;
 Have develop and effective school support system;
 Are provided with regular information on their performance;
 Are given advice on how they may improve; and
 Emphasize the motivational element in the management work of the
principal The success of SBM very much depends on the school head.
Below are his/her functions:
 Roles Functions Knowledge/skills/attitudes
required
Visionary principal, Lead in setting the vision, mission and goals of Change and future orientation
motivator, advocate and the school
planner
Builder of networks and Organized /expand school, community and Networking, organizing, social mobilization
support system local government networks and groups that advocacy
will actively participate in school improvement
Lead in developing the School Improvement Development of teamwork, building consensus
Plan with the participation of the staff and the and skills in negotiation and conflict resolution
community
Lead in developing and maintaining the School Participatory planning and administrative
Management Information System management
Generation and use of data and information as
basis for planning and management
Curriculum developer Create a physical and psychological climate Development of collective accountability for
conductive to teaching and learning school and student performance
Localized and implement in school curriculum Designing of the curriculum to address both
national goals , local needs and aspirations
Encourage development and use of innovative Creation of an open learning system based on
instructional methods focused on improving several resource materials rather than on single
learning outcomes; increasing access to basic textbooks
education, improving the holding power of
schools and addressing specific local problems
Participatory and peer-based instructional
supervision
Fiscal Resources Manager Administer and managed all personnel, Fund management
physical and fiscal resources of the school
Encourage and accept donation, gifts, Serving as model for transparency and
bequests and grants for educational purposes accountability especially in financial management
and report al such donations to the
appropriate officers
Table 5. Functions of a School Head

Factors of School Effectiveness Based on Research

Effective practices need to be institutionalized for them to become part of the school culture. To
build professional capacity and establish mechanism that supports the continuing quality improvement of
schools is an assurance that effective schools even become more effective. School-Based
Management (SBM) is the mechanism introduced by the Department of Education (DepEd) in the
Philippines to continuously work on effective schools. As the term implies, in SBM, schools are given
greater autonomy to make decisions regarding education of children.
There research finding of OECD confirms “that school autonomy has a positive relationship with
student performance hen accountability measures are in place and/or when school principals and
teachers collaborate in school management” (OECD, 2012). China and Singapore have been “devolving
more responsibility to the school level” (Stewart, 2008). In Finland, accountability rests on the trust
placed by families and government in the professional competence of teachers (Stewart, 2008).
In the Philippines, the devolving of more responsibility to the schools was done through the
School-Based Management (SBM). SBM was introduced during the implementation of the Third
Elementary Education Project (TEEP), 1999-2005. In 2005, TEEP conducted a study to determine the
effect of school-based management on student performance in the Philippines using the administrative
dataset of all public schools in 23 school districts over a 3-period , 2003-2005. The results showed that
the introduction of SBM had a statistically significant, although small, overall positive effect on average
school-level test scores in 23 school districts in the Philippines. (Source: http://elibrary.worldbank.org/doi/abs/10.1596/1813-
9450-5248). Accessed 9-1-16)
With SB, significant decision-making authority was transferred from state and district offices to
individual schools. SBM provided 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. (Source: Office of Research
Education / Consumer Guide). To further strengthen the School-Based Management (SBM) practice and re-
emphasize the centrality of the learners and the involvement of relevant community in basic education

Figure 1. SBM – PASBE Operational Framework (Source: DepEd Order # 64, s. 2012)

A school on Level 1, Developing, means that the school is developing structures and
mechanisms with acceptable level and extent of community participation and impact on learning. A
school in Level II, described as Maturing, means that the school is introducing and sustaining
continuous improvement process that integrates wider community participation and significantly improve
performance and learning outcomes. Level III, Advanced (Accredited) means that the school is ensuring
the production of intended outputs/outcomes and meeting all standards of a system fully integrated in
the local community and is self-renewing and self-sustaining.
In conclusion, PASBE is a means to institutionalize SBM, the granting of more autonomy to
schools for them to chart their destiny to grow in effectiveness continuously.

Factors that Contribute to School Effectiveness

Research findings point to the following factors that spell school effectiveness:
1. Human Factors – These include a dynamic school head, highly selected competent and
committed teachers, highly motivated pupils with high expectations, and a supportive
community.
2. Non-Human Factors, processes – These refer to clear and shared vision-mission (focus), high
expectations / ambitious standards, emphasis on accountability, aligned curriculum, instruction
and assessment with state / DepEd standards, efficiency or optimal utilization of resources and
facilities, collaboration and communication, focused professional development, and global and
future orientation.

These factors are exemplified by high performing schools in the Philippines and abroad and by
the best education performing countries in the world.
In the Philippines, the practice of School-Based Management, gave greater autonomy to schools
to make decisions in collaboration with parents and community towards greater school effectiveness.
The SBM Assessment Tool is an instrument used to assess schools’ effectiveness and its use for
accreditation of schools is an assurance that effective practices get institutionalized to build the school’s
culture of excellence.
The heart of all these elements, both human and non-human is the school head, the school
leader. This means that all these factors that contribute to school effectiveness come forth only with a
dynamic and a transformational school leader.
PRESENTATION

ROLES AND COMPETENCIES OF SCHOOL HEADS

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. Let us take a look at the competencies expected
of school heads as contained in the National Competency-Based Standards for School Heads (NCBSSH)
issued in DepEd Order 32, s. 2010 on April 16, 2010.

DOMAIN 1
School Leadership
* Developing & Communicating
Vision, Mission, Goals &
Objectives (VMGO)
* Data-based Strategic Planning
* Problem-Solving
* Building High Performance Teams
* Coordinating with Others
* Leading & Managing Teams

DOMAIN 7 DOMAIN 2
Personal & Professional Instructional Leadership
Attributes and * Assessment for Learning
Interpersonal Effectiveness * Developing Programs & For
* Professionalism adapting Existing Programs
* Communication CORE PRINCIPLE * Implementing Programs for
* Interpersonal Sensitivity Instructional Improvement
* Fairness, Honesty & Integrity * Instructional Supervision
School heads are
competent,
committed and
accountable in
providng access to
DOMAIN 6 DOMAIN 3
School Management and quality and relevant Creating a Student-
Operations education for all Centered Learning Climate
* Managing School Operations through * Setting high social &
* Fiscal Management transformational academic expectations
* Use of technology in the leadership and high * Creating school
Management of degree of environments focused on
Operations the needs of the learner
professionalism.

DOMAIN 5
DOMAIN 4
Parent Involvement &
HR Management &
Community Partnership
* Parental Involvement Professional Development
* External Community * Creating a
Professional Learning
Partnership
Community
* Recruitment & Hiring
* Managing Performance
of Teachers & Staff

Figure 2. The National Competency-Based Standards for School Heads (Inclosure to DepEd Order No. 32, s. 2010)
Table 8. The National Competency-Based Standards for School Heads
 DOMAINS AND COMPETENCY STRANDS
DOMAINS COMPETENCY STRANDS
Domain 1 1.A. Developing & Communicating Vision, Mission, Goals &
School Leadership Objectives (VMGO)
1.B. Data-based Strategic Planning
1.C. Problem-Solving
1.D. Building High Performance Teams
1.E. Coordinating with Others
1.F. Leading & Managing Teams
Domain 2 2.A. Assessment for Learning
Instructional Leadership 2.B. Developing Programs & For adapting Existing Programs
2.C. Implementing Programs for Instructional Improvement
2.D. Instructional Supervision
Domain 3 3.A. Setting high social & academic expectations
Creating a Student- 3.B. Creating school environments focused on the needs of the
Centered Learning Climate learner

Domain 4 4.A. Creating a Professional Learning Community

HR Management and 4.B. Recruitment & Hiring
Professional Development 4.C. Managing Performance of Teachers & Staff

Domain 5 5.A. Parental Involvement

Parent Involvement and
Community Partnership
Domain 6
School Management and
Operations
5.B. External Community Partnership
6.A. Managing School Operations
6.B. Fiscal Management
6.C. Use of technology in the Management of Operations

Domain 7 7.A. Professionalism

Personal & Professional 7.B. Communication
Attributes and 7.C. Interpersonal Sensitivity
Interpersonal Effectiveness 7.D. Fairness, Honesty & Integrity

Study Figure 2 side-by-side with the Table 7 on Domains and Strands. Notice that there are
competencies expected of school heads as instructional leaders and as administrative leaders. Focused
on instructional leadership are Domain 2, which is instructional leadership itself and Domain 3, creating
a
student-centered learning climate which is part of instructional leadership. Related to administrative
leadersip are Domain 1, School Leadership; Domain 6, School Management and Operations; and Domain
4, Human Resource Management and Professional Development; Domain 5, Parent Involvement and
Community Partnership. Domain 7, Personal and Professional Attributes and Interpersonal Effectiveness
can relate to both instructional leadership and administrative leadership since this has something to do a
teacher’s person-hood which cannot detach from what a teacher says and does.

Competency Framework for Southeast Asian School Heads, 2014 Edition

As a member of the Association of Southeast Asian Nations (ASEAN), let’s also take a look at the
competencies of school heads for Southeast Asia.
 Figure 3. Competency Framework for Southeast Asian Heads, 2014

Table 9. Competency Framework for Southeast Asian School Heads

DOMAIN: STAKEHOLDER ENGAGEMENT (SE)
1. (SE) Promoting shared 1.1 Build trust and lead teams / communities for school improvement
responsibility for school 1.2. Empower the community to work for enhancement of school
improveent performance
2. (SE) Managing education 2.1. Communicate effectively with different stakeholders
alliances and networks 2.2. Facilitate school community partnerships and activities
2.3. Proote consensus-building
2.4. Manage conflict and practice negotiation skills
3. (SE) Sustaining collaborative 3.1. Support community-based programs and projects
relationships with stakeholders 3.2. Communicate school performance report to stakeholders
4. (ML) Managing school 4.1. Manage financial resources.
resources and systems 4.2. Manage learning environments.
4.3. Manage systems and procedures.
5. (ML) Managing staff 5.1. Manage school personnel requirements.
performance 5.2. Support professional developmen of staff.
5.3. Recognize staff performance.
6. (ML) Managing sustainable 6.1. Demonstrate program and project management skills.
school programs and projects 6.2. Promote school-based programs and projects that support
sustainable development
DOMAIN: INSTRUCTIONAL LEADERSHIP (IL)
1. (IL) Leading curriculum 1.1. Manage curriculum implementation
implementation and
improvement
1.2. Promote sensitivity of diversity and differentianted instruction.
2. (IL) Creating a learner-
centered environment
3. (IL) Supervising and
evaluating teachers’
performance
4. (IL) Delivering planned
learning outcomes
DOMAIN: PERSONAL EXCELLENCE (PE)
1. (PE) Managing personal
effectiveness
2. (PE) Acting on challenges and 2.1. Manage priorities.
possibilities
3. (PE) Pursuing continuous
professional development
DOMAIN: STAKEHOLDER ENGAGEMENT (SE)
1. (SE) Promoting shared
responsibility for school
improvement
2. (SE) Managing education
alliances and networks.
3. (SE) Sustaining collaborative 3.1. Support community-based programs and projects.
relaionshios with stakeholders
4. (ML) Managing school
resources and systems
5. (ML) Managing staff
performance
6. (ML) Managing sustainable
school programs and projects
2.1. Promote leaner-centered activities
2.2. Promote a healthy, safe, inclusive learning environment.
2.3. Promote a culture of peace and respect for diversity.
3.1. Apply appropriate models for supervision and evaluation.
3.2. Nurture teacher leaders.
4.1. Promote team-based approaches to instructional leadership.
4.2. Manage assessmens to improve teaching and learning.
1.1. Lead by example
1.2. Demonstrate transparency and accountability.
1.3. Practice a balanced healthy lifestyle.
1.4. Take pride in one’s profession.
1.5. Deliver results.
2.2. Exhibit decisiveness in addressing challenges.
2.3. Exhibit an enterprising attitude.
3.1. Take responsibility for lifelong learning.
3.2. Advocate ASEAN virtues and perspectives.
1.1. Build trust and lead teams / communities for
school improvement.
1.2. Empower the community to work for enhancement of school
performance.
2.1. Communicate effectively with different stakeholders
2.2. Facilitate school community partnerships and activities.
2.3. Promote consensus-building
2.4. Manage conflict and practice negotiation skills
3.2. Communicate school performance report to stakeholders.
4.1. Manage financial resources.
4.2. Manage learning environments.
4.3. Manage systems and procedures.
5.1. Manage school personnel requirements.
5.2. Support professional development of staff.
5.3. Recognize staff performance.
6.1. Demonstrate program and project management skills.
6.2. Promote school-based programs and projects that support
sustainable development.

Domains and Competencies for School Heads in Southeast Asia

Instructional Leadership
Like the NCBSSH for Philippines, the competency framework for Southeast Asian school heads
also include domains for instructional leadership and administrative leadership. The domain on
instructional leadership encompasses 4 competencies: 1) leading curriculum implementation and
improvement; 2) creating a learner-centered environment; 3) supervising and
evaluating teachers’ performance; and 4) delivering planned learning
outcomes.

Administrative Leadership
This includes strategic thinking and innovation (Domain 1),
stakeholders’ engagement (Domain 4) and managerial leadership (Domain 5).
For the enabling competencies for each domain, refer to the Table above.
Personal excellence, another Domain (3), relates to both instructional
and administrative leadership. Whatever personal improvement school heads
have on their personal effectiveness by pursuing continuous professional
development redounds to improved administrative and instructional leadership.

School Head and the Community

Like a refrain in a song, the idea that the school and community are
partners in the education of the child has been said repeatedly in this
workbook. Rightly so, to be faithful to the descriptively title of this course, The
Teacher and the Community, School Culture and Organizational Leadership.
In fact, in this workbook, a separate Chapter was devoted to school and
community partnership to emphasize this significant role of teachers and school
heads in relation to communities. In the NCBSSH, several strands and
indicators point to this school and community partnership. The strands are as
follows:
 Involves the school vision to the general public (Domain 1A)
 Aligns the School Improvement Plan / Annual Improvement Plan with
national, regional and local education policies and thrusts (Domain 1B)
 Communicates effectively SIP/AIP to internal and external stakeholders
(Domain 1B)
 Involves stakeholders in meetings and deliberations for decision – making
(Domain 1D)
 Provides feedback and updates to stakeholders on the status of
progress and completion of programs and projects.
 Creates and manages a school process to ensure student progress is
conveyed to students and parents/guardians, regularly (Domain 2C)
 Recognizes high performing learners and teachers and supportive
parents and other stakeholders (Domain 3A)
 Prepares financial reports and submits/communicates the same to
higher education authorities and other education partners (Domain 6B)
 Maintains harmonious and pleasant personal and official relations
with superiors, colleagues, subordinates, learners, parents and other
stakeholders (Domain 7A)
 Listens to stakeholders needs and concerns and responds
appropriately in consideration of the political, social, legal and cultural
context.

In the Southeast Asian Competency Framework, the following

competencies strengthen school and community partnership. 1) promoting
shared responsibility for school improvement ; 2) managing education,
alliances and networks and 3) sustaining collaborative relationships with
stakeholders.