Organizational Leadership Management Leadership Theories Styles

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Module 6A
Unit VI. ORGANIZATIONAL
LEADERSHIP
I. Meaning of Organizational
Leadership
II. Leadership and Management
III. The Nature of Administrative
Work
IV. Leadership Styles
Prepared by: VIDA V. ANTONIO

Associate Professor, MMSU CTE
Introduction
Expected of professional teachers who care for and embark on continuing

professional development is a promotion along the way. With this in mind, it is then
worthwhile to have a discussion on how is to be an effective leader and manager for which
you could or will be in the future. But even you will refuse an offer for a managerial or
leadership position in school or in the bigger educational organization because of your love
for teaching and learners, this lesson on organizational leadership will not be of waste
because even as a teacher, you are already a leader and a manager. You are a teacher and
a classroom manager.
In this learning material, you will be exposed to the what’s and how’s of being an
effective leader and manager as well as the theories, principles and perspectives that
govern the administrative work. So, get your notebook and start scribbling important
notes!
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
Expected Learning Outcomes
At the end of the module, the pre-service teachers must have:

1. explained the meaning, nature and functions of organizational leadership;
2. compared and contrasted leadership from management;
3. explained the nature of administrative work;
4. differentiated organizational leadership styles;
5. applied the types of leadership in real life situations; and
6. discussed instructional leadership;
LESSON HIGHLIGHTS
To have a better understanding of the what, how and why of organizational

leadership, read and take note of important concepts from the following learning inputs.
I. MEANING OF 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 tasks 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.

II. LEADERSHIP AND MANAGEMENT

If 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 manager? Not necessarily.
Do you have that dream to be principal or school head in the future? What would
you like to be: a school manager or leader? This part of the lesson will help you decide
better, so take your notebooks and learn!
Leadership
Leadership the action of leading a group towards a common goal. America’s former
President Dwight D. Eisenhower said, “Leadership is the art of getting someone else to do
something you want done because he wants to do it.”
People who lead have three common attributes:
1. They inspire others to share their vision.

2. They motivate others to act on that vision.
3. They encourage others and help them overcome obstacles in pursuit of that vision.
10 Leadership Skills
Here is a list of the skills that make up great leadership. We know that there are
more, but these are some of the core values of a strong leader:
1. Communication: The ability to disseminate information and listen actively.
2. Motivation: Getting people to want to do what you need them to do.
3. Delegation: Knowing that you can’t do everything and trusting others to help you carry
the load by completing assigned tasks.
4. Positivity: Keeping a positive attitude, regardless of the situation, helps with morale.
5. Trustworthiness: People aren’t going to listen to you or do what you ask if you don’t
first instill a sense of trust.
6. Creativity: There will always be problems that can’t be solved by rote; you must think
creatively and be open to taking chances. Employ divergent thinking to find unique
solutions.
7. Feedback: Leadership doesn’t take place in a vacuum. Listen to your team,
stakeholders, advisors, mentors, etc., and take their opinions seriously.
8. Responsibility: You can’t expect people to follow you if you’re not taking responsibility
for the bigger picture and your behavior.
9. Commitment: You also cannot expect to lead others if you are not committed to the
project.
10. Flexibility: Things change, and rigidity can ruin a project, so you must be willing to
adapt and not hold too tightly to anything.

Three Quintessential Leaders

Sometimes the best way to understand is to follow an example. What example could
be more inspiring than these three great leaders?
 Mahatma Gandhi was the leader of the Indian independence movement, using

nonviolent civil disobedience to remove the yolk of British colonialism from his country.
India is a large and diverse country, with many competing religions seeking power, yet
he was able to rally the nation under one cause, that made them blind to their
differences and focused on what they all shared in common.
 Martin Luther King, Jr. took the lessons of Gandhi and applied them to address the
injustice of the black population in the United States. He, like Gandhi, had many
challenges, and not all involved in the civil rights movement shared his belief in
nonviolence. However, as a Southern minister, he was able to use the social gospel to
illustrate the second-class citizenry of black people in the United States in such a way
that eventually couldn’t be ignored—even in the powerful halls of government.
 Maria Theresa might not be a household name like the two other leaders on our list,
but she earned her seat when she inherited rule of her country, Austria, in 1740. At
that time, Austria was without funds and poorly governed. She gathered a team of
skilled advisors and delegated responsibilities, turning around the economy, revitalizing
the military and instituting mandatory public education for both boys and girls. Not
even two wars could dethrone her, nor giving birth to 16 children!
MANAGEMENT
Management is the process of dealing with or controlling things or people. But the
emphasis does tend to be on things rather than people.
Managers are people who plan, organize and coordinate. They are methodical and
are always reassessing their process to make sure they’re progressing as planned. If not,
they tweak to get back to their baseline assessment.
Management consultant, educator and author Peter F. Druker, who said, “What’s
measured gets improved.” So, you can see a difference in that managers approach things
more systematically, seeking metrics and tools to measure their progress and adapt their
process accordingly.
Top 10 Management Skills
To further highlight the differences and the complementary nature of leadership and
management, we list 10 of what are considered the most important skills for any manager
to have.

1. Interpersonal Skills: While managers aren’t exclusively dealing with people, they still
must interface with them, and the better they do so, the smoother the management
process.
2. Communication: Being able to manage is being able to communicate what you need
to who needs to do it.
3. Motivation: The same is true for motivating people to follow your management lead.
4. Organization: You must be organized. Management is made up of many parts, and
they cannot be handled on the fly.
5. Delegation: No one can manage everything themselves, and if they try, they’re going
to fail. So, share responsibilities and tasks with others.
6. Forward Planning: A manager is a planner who looks towards the future and how to
set themselves up for it today.
7. Strategic Thinking: Part of that planning is thinking strategically about the project,
the organization and how to align them moving forward.
8. Problem Solving: Managers face issues daily, and they must think creatively to solve
them.
9. Commercial Awareness: Managers are not working in a vacuum and need to have a
keen sense of the business and commercial environment in which they operate.
10. Mentoring: In order to get things done, sometimes a manager must become a
mentor, offering guidance or training where it’s needed.
Three Quintessential Managers

Just as there are great leaders, there are great managers. In fact, often the successful
managers are more heralded than political leaders, as if their successes were somehow
more relevant. They’re not, of course, but they deserve their due. Here are three of the
best.
 Henry Ford was the man we can thank for launching car culture, a dubious distinction
but one to note. As a manager, however, his influence might even be more
widespread. His approach to production was every bit as revolutionary as his approach
to locomotion. He managed to increase efficiencies and lower the cost of materials and
the final product.
 Madam C.J. Walker was an African American woman who in the late nineteenth and
early twentieth centuries developed and sold hair products targeting the neglected
needs of an underserved demographic, African American woman, like herself. That she
was a gifted manager, who saw a niche and knew how to exploit it, wasn’t enough. She
also had to manage a deeply racist culture.

 Walt Disney has become a towering figure in global entertainment, but he started as a

cartoonist. There are just so many comic strips you can draw, though, and he was able
to tap the talent he recognized and manage it to work as a team, creating some of the
most iconic characters the world has ever seen.
LEADER VS. MANAGER: 5 IMPORTANT DIFFERENCES ( By Suzanne Lucas, 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 . He or she asks the tough
questions, such as: How does this task lead towards the quarter's goals? How
does this fit into the company's overall plan? How does this help prepare the
employees for their future career goals?
2) Managers Supervise People or Tasks. Leaders can be Individual Contributors.

 There are people managers and project managers. Each has a defined set of
responsibilities. 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. This
is the type of person to watch out for and promote to management.
3) Leader's Guide People Towards Success. Managers Tell People What to Do.
 If you're a checklist type of a manager, you're probably not a leader. Check
boxes aren't bad—they aren't. But, if all you 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.

 Resolving a problem is often a more difficult task than firing an employee.

Ignoring a it doesn't make it go away and will likely encourage your best
employees to quit. Managers focus on hitting targets, while leaders see if their
team is solid and if there are problems brewing.
 If you're a manager—whether it's of a project or people—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.
COMPARISON OF A MANAGER AND LEADER according to Andrew Dubrin (2006)
MANAGERS vs. LEADERS

Managers Leaders
Administer Innovate
Their process is transactional; meet Their process is transformational:
objectives and delegate tasks develop 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
skilled in allocating work. results. They care about you and want
you to succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create a circle 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.
 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 (SIP). 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-to-day implementation without the big
picture, the vision and mission. So, the big picture is for connection and meaning. This
means that it is best that a school leader is both a leader and a manager.

 TYPES OF SKILLS DEMANDED OF LEADERS

Leaders use three broad types of skills: 1) technical, 2) human, and 3) conceptual.
Technical skill refers to any type of process or technique like sending e-mail and 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 skill involves psychomotor skills and things. The ideal school leader
possess all three.
III. THE NATURE OF ADMINISTRATIVE WORK
Administrative work or admin work makes an organization or company's work easier

and more convenient because of the tasks and responsibilities the people who compose this
department do. They are primarily responsible for making sure that everything that are
needed by the employees are met-from the office supplies to properly working equipment
and machines, to the provision of meals and drinks, the security of the working environment
and everything else that will ensure the smooth operation of the company or organization.
A. TRAIT APPROACH TO LEADERSHIP
The trait approach to leadership was one of the earliest theories of leadership.
Although it is not a fully articulated theory with well-developed hypotheses, the trait
approach formed the basis of most early leadership research. This approach focuses on the
personal attributes (or traits) of leaders, such as physical and personality characteristics,
competencies, and values. It views leadership solely from the perspective of the individual
leader. Implicit in this approach is the assumption that traits produce patterns of behavior
that are consistent across situations. That is, leadership traits are considered to be enduring
characteristics that people are born with and that remain relatively stable over time.
Early Research on the Trait Approach to Leadership
Early trait researchers studied the personality attributes that they believed were
related to leadership effectiveness, rather than researching exceptional historical figures
(i.e., the great man approach to leadership). Many early researchers viewed leadership as a
unidimensional personality trait that could be reliably measured and was distributed
normally throughout the population (i.e., an individual difference variable).
Most of the early empirical work on the trait approach focused on the systematic
investigation of the differences between leaders and followers. It was reasonable to assume
that individuals in higher-level positions would possess more leadership traits than those in

lower-level positions. Concurrently, a large number of studies were conducted in an attempt

to develop reliable and valid measures of leadership traits.
Researchers discovered, however, that only a few traits appeared to distinguish

between leaders and followers. Leaders tended to be slightly higher on traits such as height,
intelligence, extraversion, adjustment, dominance, and self-confidence as compared with
nonleaders. The small differences between leaders and nonleaders were attributed to errors
in leader selection, errors in measuring leadership traits, or the failure to measure critical
attributes.
Many early trait researchers had assumed that, no matter what the situation, there
was a set of characteristics that made a leader successful. These researchers believed that
the same leadership traits would be effective, for example, in both the boardroom and on
the battlefield. However, the differences between leaders and followers were found to vary
widely across different situations—researchers had underestimated the impact of
situational variables on leadership effectiveness.
Leadership Traits
Trait researchers often developed lists of characteristics that they believed were
related to successful leadership. In creating such lists, some researchers mixed together very
different attributes. For example, lists included some leadership traits that were aspects of
behaviors and skills, in addition to other traits that were related to temperament and
intellectual ability. These lists of traits typically included characteristics such as self-
confidence, intelligence, ambition, perseverance, assertiveness, emotional stability,
creativity, and motivation. The lists, however, were not exhaustive and typically omitted
some important leadership attributes.
Today, many popular books on leadership continue the tradition of providing lists of
traits that are thought to be central to effective leadership. The basic idea remains that if an
individual possesses such traits, she or he will be a successful leader in any situation. In
1989, John W. Gardner published a study of a large number of leaders and concluded that
there are some attributes that appear to make a leader successful in any situation. These
traits included the following:
 Physical vitality and stamina

 Intelligence and action-oriented judgment
 Eagerness to accept responsibility
 Task competence
 Understanding of followers and their needs
 Skill in dealing with people

 Need for achievement

 Capacity to motivate people
 Courage and resolution
 Trustworthiness
 Decisiveness
 Self-confidence
 Assertiveness
 Adaptability/flexibility
One of the concerns about such lists is that the attributes typically associated with
successful leaders are often perceived as “male” traits. Reportedly, when men and women
are asked about the other gender’s characteristics and leadership qualities, significant
patterns emerge, with both men and women tending to see successful leaders as male.
B. SITUATIONS & LEADERSHIP
One way to view and explain how a Situation connects to Leadership is by looking
into the ideas of Situational Theories of Leadership.
Situational theories of leadership work on the assumption that the most effective
style of leadership changes from situation to situation. To be most effective and successful,
a leader must be able to adapt his style and approach to diverse circumstances.
For example, some employees function better under a leader who is more autocratic
and directive. For others, success will be more likely if the leader can step back and trust his
team to make decisions and carry out plans without the leader’s direct involvement. On a
similar note, not all types of industries and business settings require the same skills and
leadership traits in equal measure. Some fields demand a large measure of innovation,
whereas in others, personal charisma and relational connection with clients are far more
important.
Different theories have been developed that recognize the situational aspects of
leadership. Each theory attempts to provide its own analysis of how leadership can be most
successful in various situations. Let’s consider a few of the key theories.
Hersey and Blanchard’s Situational Leadership Theory
The term “situational leadership” is most commonly derived from and connected
with Paul Hersey and Ken Blanchard’s Situational Leadership Theory. This approach to
leadership suggests the need to match two key elements appropriately: the leader’s
leadership style and the followers’ maturity or preparedness levels.

The theory identifies four main leadership approaches:
 Telling: Directive and authoritative approach. The leader makes decisions and

tells employees what to do.
 Selling: The leader is still the decision maker, but he communicates and works
to persuade the employees rather than simply directing them.
 Participating: The leader works with the team members to make decisions
together. He supports and encourages them and is more democratic.
 Delegating: The leader assigns decision-making responsibility to team
members but oversees their work.
In addition to these four approaches to leadership, there are also four levels of
follower maturity:
 Level M1: Followers have low competence and low commitment.

 Level M2: Followers have low competence, but high commitment.
 Level M3: Followers have high competence, but low commitment and
confidence.
 Level M4: Followers have high competence and high commitment and
confidence.
In Hersey and Blanchard’s approach, the key to successful leadership is matching the
proper leadership style to the corresponding maturity level of the employees. As a general
rule, each of the four leadership styles is appropriate for the corresponding employee
maturity level:

 Telling style works best for leading employees at the M1 level (low
competence, low commitment).
 Selling style works best for leading employees at the M2 level (low
competence, high commitment).
 Participating style works best for leading employees at the M3 level (high
competence, low commitment/confidence).
 Delegating style works best for leading employees at the M4 level (high
competence, high commitment/confidence).
Maturity levels and leadership styles
Identifying the employee maturity level becomes a very important part of the
process, and the leader must have the willingness and ability to use any of the four
leadership styles as needed.
Goleman’s Model of Situational Leadership
Another situational theory of leadership has been developed by Daniel Goleman. His
theory incorporates his development of the concept of emotional intelligence. He develops
that idea into six categories of situational leadership, describing the leadership style and
suggesting when each style is most appropriate and likely to be successful:
Pacesetting The leader sets aggressive goals and standards and drives employees to
Leader reach them. This works with highly motivated and competent employees,

but can lead to burnout due to the high energy demands and stress levels.
The leader authoritatively provides a direction and goals for the team,
expecting the team to follow his lead. The details are often left up to the
Authoritative
team members. This works well when clear direction is needed, but can
Leader
be problematic if the team members are highly experienced and
knowledgeable and might resent being dictated to.
A positive reinforcement and morale-boosting style. The leader praises
and encourages the employees, refraining from criticism or reprimand.
Affiliative The goal is to foster team bonding and connectedness, along with a sense
Leader of belonging. This approach works best in times of stress and trauma or
when trust needs to be rebuilt. It is not likely to be sufficient as a long-
term or exclusive strategy.
The leader focuses on helping individual employees build their skills and
Coaching develop their talents. This approach works best when employees are
Leader receptive to guidance and willing to hear about their weaknesses and
where they need to improve.
The leader intentionally involves followers in the decision-making process
by seeking their opinion and allowing them a voice in the final decision.
Democratic
This works well when the leader is in need of guidance and/or the
Leader
employees are highly qualified to contribute and there are not strenuous
time constraints that require quick decisions.
The leader acts as the ultimate authority and demands immediate
Coercive compliance with directions, even applying pressure as needed. This can
Leader be appropriate in times of crisis or disaster, but is not advisable in healthy
situations.
Normative Decision Theory
One final theory we will look at is Vroom and Yetton’s Normative Decision Theory.
This approach is intended as a guide in determining the optimum amount of time and group
input that should be committed to a decision. A leader has a number of options available to
him in this regard:
 He can make a decision entirely by himself.

 He can use information from team members to make decisions.
 He can consult team members individually and ask their advice before making
the decision.
 He can consult team members as a group before making the decision.
 He can consult the team as a group and allow the team as a whole to make the
decision.

Victor Vroom and Phillip Yetton provide a model that helps leaders decide when to
use each approach. The model walks leaders through a series of questions about the
decision to be made, and the answers will lead the decision maker to the suggested
approach. The questions focus on a few key factors:
 Is decision quality highly important?

 Does the leader have sufficient information to make the decision?
 Is it highly important for team members to accept the decision?
 Are the team members likely to accept the leader’s decision if he makes it
individually? What if he makes it with their consultation?
 Do the team members’ goals match those of the leader and organization?
 Is the problem structured and easily analyzed?
 Do team members have high levels of expertise in the matter to be decided?
 Do team members have high levels of competence in working together as a
group?
Leaders are challenged not only to make good decisions, but to decide who decides.
At times, the best choice is to involve others in the decision.
C. BEHAVIORS & LEADERSHIP
In order to view how leadership and behavior are linked to each other, we need to
look into what is all about the theory on behavioral leadership.
What is Behavioral Leadership Theory? Definition and Types of Behavioral Leadership
Behavioral leadership theory is a management philosophy that evaluates leaders

according to the actions they display in the workplace. Supporters of this theory believe that all you
need to do to be an effective leader is to learn a certain set of behaviors. If you are interested in
becoming a more efficient leader or in implementing a new leadership style, you can benefit from
learning about behavioral leadership theory. In this article, we define behavioral leadership and
discuss the different types of behaviors associated with certain leadership styles.
Behavioral leadership theory argues that the success of a leader is based on their
behavior rather than their natural attributes. Behavioral leadership theory involves
observing and evaluating a leader's actions and behaviors when they are responding to a
specific situation. This theory believes that leaders are made, not born. Proponents of this
theory suggest that anyone can become an effective leader if they can learn and implement
certain behaviors.

Behavioral leadership promotes the idea that all leaders are capable of learning and
developing through adopting beneficial behaviors and performing them in their workplace.
Behavioral leadership theory also encourages leaders to be self-aware of their behavior and
to recognize how it affects the productivity and morale of their team.
Types of Behavioral Leadership
There are several key styles of behavioral leadership. Each one involves a different
set of behaviors and may be more or less effective in certain work environments:
Key Styles Set of Behaviors

People-oriented Focused on behaviors that allow them to meet the needs of the people they
leaders interact with, including supervisors, employees and clients. They are primarily
driven by interpersonal connection and communication. People-oriented
leaders build relationships with their team members to motivate them to
perform well. This type of leader favors behavior related to: Encouraging
collaboration, Rewarding success, Observing their team's progress, Mentoring
team members
Task-oriented Focused on setting goals and achieving objectives. Task-oriented
leaders leaders thrive in a well-structured environment and often show
authoritative behavior. They are typically more focused on their team's
final results rather than the day-to-day developmental process.
Behaviors that are common for a task-oriented leader include: Initiating
projects, Organizing processes, Clarifying instructions, and Gathering
relevant data
Participative Make an effort to include their entire team in decision-making
leaders processes. They prioritize active communication, collaboration and
feedback. Participative leaders know their team's strengths and
weaknesses and assign tasks accordingly. This leadership style allows
every team member's voice to be heard and considered. Participative
leaders are likely to: Facilitate team meetings, Ask for constructive
feedback, Take suggestions for improvement, and Delegate tasks to
other team members
Status-quo make an effort to prioritize both productivity and employee
leaders satisfaction. They ensure that all tasks are finished on time while also
providing support and encouragement to their team members. Staus-
quo leaders typically meet the needs of their team without going above
or beyond expectations. Some behaviors associated with status-quo
leaders include: Distributing tasks evenly, Requiring regular progress
reports, Enforcing company policies fairly, and Responding to feedback
neutrally
Indifferent Indifferent leaders do not prioritize interaction or communication with
leaders their team. They usually oversee progress from a distance and do not

contribute to their team's daily efforts. They are primarily focused on

personal success and advancement. Due to the lack of cooperation, an
indifferent leadership style is widely considered the most ineffective of
the behavioral leadership types. Behaviors typical for indifferent
leaders include: Avoiding questions, Procrastinating, Self-preserving,
and Assigning unwanted tasks to others
Dictatorial Dictatorial leaders often value results more than they do people. They
leaders may pressure their team members to perform well even during
stressful or challenging periods. Dictatorial leaders are often successful
in delivering high-quality results but may experience high-turnover
rates due to employee dissatisfaction and burnout. The behaviors of a
dictatorial leader include: Setting inflexible deadlines, Disregarding
excuses, Ignoring feedback, and Achieving short-term goals
Country club Country club leaders prioritize their team members' happiness and
leaders satisfaction level. They believe that a team that is comfortable and
well-provided for is more likely to be successful. Team members are
likely to show high levels of trust and loyalty when working with
country club leaders. Some country club leaders might sacrifice
productivity in exchange for improving their team's morale or
workplace relationships. Country club leaders' behavior often involves:
Responding to team member feedback, Focusing on employees' well-
being, Defending employees' interests and rights, and Supporting the
team members' decisions
Sound leaders Sound leadership is considered the most effective type of behavioral
leadership. However, it is typically difficult to practically implement.
Sound leaders equally prioritize productivity and team morale. They
value their team members, set achievable goals and deliver high-quality
results. They are intrinsically motivated to succeed and find satisfaction
in supporting their team's progress. Sound leaders exhibit behaviors
like: Encouraging open communication, Allowing employees to work
independently, Listening to and implementing feedback, and Providing
training and continuing education to team members
Opportunistic Opportunistic leaders pick and choose different behaviors from the
leaders previous styles. They can adjust and adapt their leadership style to fit a
particular situation. They are goal-oriented and will use whatever
methods are necessary to achieve their objectives. For example, they
might adopt a dictatorial persona in the weeks leading up to a major
deadline and then shift to country club leadership afterward to repair
their relationship with their team. The specific behaviors of an
opportunistic leader vary, but may include: Lack of consistency,
Pursuing results regardless of cost, Enforcing their own standards for
success, and Caring for their team to improve performance
Paternalistic This leadership style strives to be stern but fair, much like a father with

leader a child. Paternalistic leaders are goal-oriented but are willing to be

flexible regarding methodology. They frequently set lofty goals and
reward team members that achieve them. They value their team
members' individual skills and offer opportunities for them to develop
professionally. Other behaviors associated with the paternalistic style
include: Rewarding positive behavior or success, Disciplining failure,
Disregarding feedback, and Offering leadership opportunities to
promising employees
D. LEADERSHIP EFFECTIVENESS
Leadership Effectiveness is the key analyst of organizational success or failure while

examining the factors that lead to organizational success.
Leadership Effectiveness refers to the capabilities of an effective leader.
 To lead a team you need to understand leadership effectiveness and for this, it is

necessary to learn to understand, to be understood later, if we want to change a
situation, we must change ourselves, to be able to change effectively, we must first
change our perceptions.
 To relate effectively with other people, we must learn to listen. And this requires
emotional control. Listening requires having highly developed qualities of character such
as patience, being open to change and criticism and wanting to understand.
 It is important and effective to act from a low emotional level, give advice and direct at
high levels.
E. FIEDLER’S CONTINGENCY MODEL OF LEADERSHIP
Fred E. Fiedler’s contingency theory of leadership effectiveness was based on studies

of a wide range of group effectiveness, and concentrated on the relationship between
leadership and organizational performance. This is one of the earliest situation-contingent
leadership theories given by Fiedler. According to him, if an organization attempts to
achieve group effectiveness through leadership, then there is a need to assess the leader
according to an underlying trait, assess the situation faced by the leader, and construct a
proper match between the two.
Leader’s Trait
In order to assess the attitudes of the leader, Fiedler developed the ‘least preferred
co-worker’ (LPC) scale in which the leaders are asked about the person with whom they

least like to work. The scale is a questionnaire consisting of 16 items used to reflect a
leader’s underlying disposition toward others. The items in the LPC scale are pleasant /
unpleasant, friendly / unfriendly, rejecting / accepting, unenthusiastic / enthusiastic, tense /
relaxed, cold / warm, helpful / frustrating, cooperative / uncooperative, supportive / hostile,
quarrelsome / harmonious, efficient / inefficient, gloomy / cheerful, distant / close, boring /
interesting, self-assured / hesitant, open / guarded. Each item in the scale is given a single
ranking of between one and eight points, with eight points indicating the most favorable
rating.
Friendly Unfriendly
8 7 6 5 4 3 2 1
Fiedler states that leaders with high LPC scores are relationship-oriented and the
ones with low scores are task-oriented. The high LPC score leaders derived most satisfaction
from interpersonal relationships and therefore evaluate their least preferred co-workers in
fairly favorable terms. These leaders think about the task accomplishment only after the
relationship need is well satisfied. On the other hand, the low LPC score leaders derived
satisfaction from performance of the task and attainment of objectives and only after tasks
have been accomplished, these leaders work on establishing good social and interpersonal
relationships.
Situational factor
According to Fiedler, a leader’s behavior is dependent upon the favorability of the

leadership situation. Three factors work together to determine how favorable a situation is
to a leader. These are:
 Leader-member relations - The degree to which the leaders is trusted and liked by
the group members, and the willingness of the group members to follow the leader’s
guidance
 Task structure - The degree to which the group’s task has been described as
structured or unstructured, has been clearly defined and the extent to which it can
be carried out by detailed instructions
 Position power - The power of the leader by virtue of the organizational position and
the degree to which the leader can exercise authority on group members in order to
comply with and accept his direction and leadership
Leadership Effectiveness
The leader’s effectiveness is determined by the interaction of the leader’s style of

behavior and the favorableness of the situational characteristics. The most favorable
situation is when leader-member relations are good, the task is highly structured, and the
leader has a strong position power.
Research on the contingency model has shown that task-oriented leaders are more
effective in highly favorable (1, 2, 3) and highly unfavorable situation (7, 8), whereas

relationship-oriented leaders are more effective in situations of intermediate favorableness

(4, 5, 6).
Fiedler also suggested that leaders may act differently in different situations.
Relationship-oriented leaders generally display task-oriented behaviors under highly
favorable situations and display relationship-oriented behaviors under unfavorable
intermediate favorable situations. Similarly, task-oriented leaders frequently display task-
oriented in unfavorable or intermediate favorable situations but display relationship-
oriented behaviors in favorable situations.
Read more about Fiedler’s Contingency Model @

https://www.mindtools.com/pages/article/fiedler.htm
By MindTools
F. TRANSFORMATIONAL LEADERSHIP THEORY
Transformational leadership is a relatively new approach to leadership that focuses

on how leaders can create valuable and positive change in their followers. James
MacGregor Burns first introduced the concepts of transformational leadership when
studying political leaders, but this term is now used when studying organizations as well.
Burns described two leadership styles: transactional and transformational.
Transactional leaders focus on gaining compliance by giving and withholding rewards

and benefits. Transformational leaders focus on “transforming” others to support each
other and the organization as a whole. Followers of a transformational leader respond by
feeling trust, admiration, loyalty, and respect for the leader and are more willing to work
harder than originally expected. Another researcher, Bernard M. Bass, added to the work of
Burns by explaining the psychological mechanisms that underlie transformational and
transactional leadership. Bass’ work established that transformational leaders demonstrate
four factors: individual consideration, intellectual stimulation, inspirational motivation
(charismatic leadership), and idealized influence.
Transformational leadership theory is supported by nearly 30 years of research

correlating transformational leadership to positive performance outcomes including
individual, group, and organizational level variables. It also solidified the need to study
followers in leadership research. Transformational leadership was the first developed
and validated theory to emphasis morals and values in leadership. However, research on the
theory is primarily based on the multifactor leadership questionnaire, which has produced

inconsistent results. Research has also focused heavily on senior-level leaders.

Transformational leadership also has the potential to be used negatively by leaders “faking
it.” Regardless, transformational leadership theory is a valuable and widely used approach
to studying and teaching leadership.
G. EVOLUTIONARY LEADERSHIP THEORY
Evolutionary leadership theory analyses leadership from an evolutionary

perspective. Evolutionary psychology assumes that our thinking, feeling and doing are the
product of innate psychological mechanisms. These mechanisms have evolved because they
enable people to effectively deal with situations that (directly or indirectly) are important
for survival and reproduction (reproductive success).
Evolutionary theory suggests that both leadership and followership were important

for the reproductive success of our ancestors. Evolutionary leadership theory was
introduced by Professor Mark van Vugt, Professor of social and organizational
psychology (VU University Amsterdam and University of Oxford).
III. ORGANIZATIONAL LEADERSHIP STYLES

Fortunately, there’s a style of leadership to match nearly every personality type and every
kind of organization. To lead effectively, you’ll need to find a style of leadership compatible with
both your personality and your organization.
1. TRANSFORMATIONAL LEADERSHIP
A transformational leader is one who navigates an organization toward improvement by
changing existing thoughts, procedures, and culture. The transformational leader is not contented
with status quo and sees the need to transform the way the organization thinks, relates and does
things. S/He 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 the vision.
To do this, the transformational leader combines charisma, inspirational leadership and
intellectual stimulation to introduce innovation for the transformation of the organization.
Leading through example, inspiration, and engagement, the transformational leader will seek
ways to get the best performance and potential out of each team member. It takes courage to be
a transformational leader, one who challenges old ways of doing things in favor of better, more
efficient, and more intuitive strategies.

 What are the top qualities of a transformational leader?

 Innovative
 Empathetic
 Motivational
2. EVOLUTIONARY LEADERSHIP
Evolutionary leadership is one of the newer terms related to leadership. It offers a

multi-dimensional perspective drawn from the latest business school research, as well as
positive psychology, integral theory, and spirituality. One definition of “evolution” is that it
is a gradual process in which something changes into a different and usually better or more
complex form. Other definitions talk about change that occurs over successive generations.
So how do evolution and leadership come together?
Evolutionary leadership has less to do with what you do, and more to do with what
you believe in and value. Evolutionary leaders are, by definition, self-aware and constantly
strive to keep their egos in check. They are connected to a higher vision and know that
becoming the best leader they can be is a process they will never complete. Instead of
finding this discouraging, however, they are motivated and fueled by their sense of purpose
to keep learning, and to push the boundaries of what cutting-edge leadership looks like, not
only for themselves but for all of those who will follow. Craig Hamilton, the former editor
of EnlighteNext magazine and the founder of Integral Enlightenment, elaborates on many of
the concepts below in workshops he runs for thousands of learners all over the globe.
Evolutionary leaders:
 Are committed to transformation. This applies to all realms—their organizations,
their teams, and themselves. Business continues to move at unprecedented speed,
and though incremental improvement has been touted as an operating strategy in
the past, it is no longer adequate. Evolutionary leaders are willing to not only shift
the paradigms in which they operate, but to blow them up and create new ones.
 Don’t believe in individual heroics. They know they need the hearts, minds, and
commitment of everyone on the team. Self-reliance as a leadership value no longer
works in the interconnected, social media age. What matters is exposure to new
ideas, perspectives, and insights, and work environments that foster greater
personal connection. Enlightened leaders know they are only as good as the people
around them, and in their increasingly global networks. And they know their teams
know this, too.
 Recognize the interconnectedness of all their stakeholders. They have a broader
view of whom they need to serve and count their employees, customers, vendors,
and shareholders as equally important constituents to whom they are
accountable.They have moved beyond win-lose thinking and are interested in
developing long-term relationships that benefit everyone involved. The Conscious
Capitalism movement, and books such as “Firms of Endearment,” highlight the

opportunity to maximize potential and profits when leaders insist on creating value
for all invested parties.
 Take interpersonal risks. They are authentic, transparent, and willing to be
vulnerable.This requires having enough confidence to be wrong in front of others.
However, evolutionary leaders don’t really get hung up about being wrong. Making
adjustments when presented with new ideas or approaches is a necessary step on
the way to achieving the organization’s goals. In their willingness to be open, they
actually de-personalize the outcome of any endeavor by focusing on the larger vision
or goal. Personal risks seem small when placed in context with the goals of the larger
organization.
 Let go of the tried and true to make room for the new and innovative. Usually the
people at the top are there because of their deep expertise and track record of
success. Evolutionary leaders, however, are familiar with the concept of the
Goldsmith book, “What Got You Here Won’t Get You There,” and have developed
enough self-awareness to deliberately enter into “beginner’s mind” when facing new
challenges. They are willing to throw out what they’ve known to work in the past to
learn what new approaches might work in the future, and they actively solicit new
ideas from the people closest to them and their customers—the people in their
organization.The best leaders create active ways to continually get input from all
areas and levels of their company.
 Know that they are always “on stage” and are always an example. As we have seen
with some of our political leaders recently, someone is always listening (or
recording) everything leaders say and do. Leaders are accountable for how they
show up to others, all of the time. However, evolutionary leaders don’t let this
burden them. Instead, they accept this as the privilege it is. What they say and do
matters to people. A recently promoted CIO asked me when she would be able to
take a break from constantly worrying about how others would perceive her. And
although it would be helpful for her to better channel her “worry,” the truth is that
she will never be off the hook. However, if she uses her role effectively, her visibility
will be all to the good.
 Are committed to their own growth and evolution in service to the larger
whole. They are self-aware and make personal reflection, and spiritual development
a priority. In the book, “Leadership Agility: Five Levels of Mastery,” Joiner and
Josephs outline the work they have done assessing different levels of leadership
agility. One characteristic they have found to be almost universal in those leaders
rated at the most effective and evolved end of the spectrum is an ongoing
commitment to a meditation or spiritual practice. The best leaders seek to
continually expand their own consciousness, in service to the whole.
 Are able to listen deeply. You have read about leaders who live inside the bubble,
and how difficult it is for them to accurately assess their environment and receive
clear information and data. Evolutionary leaders make an effort to interact with
diverse groups inside and outside of their organizations, and to listen without ego or
judgment to hear what is being said—even if the words aren’t clear. Listening with

the expectation of hearing important and valuable ideas from the people around
them calls those great ideas forth. Stakeholders feel seen, heard, and valued, and
want to offer more. Amgen CEO Kevin Sharer, discusses his epiphany around the
importance of listening in a recent McKinsey Quarterly video.
 Clean up their messes. Miscommunication and interpersonal conflict in
organizations are inevitable. Evolutionary leaders are secure and mature enough to
know that just as they are evolving, so is everyone else around them. They will make
mistakes, and rub people the wrong way from time to time, but they know that
being uncomfortable goes with the privilege of being a leader. Instead of ignoring
interpersonal tension, they continually strive to resolve any and all issues quickly and
completely so their teams can build and create from a clear space.
Evolutionary leaders are committed to the continuous growth and evolution of

themselves and those around them and have consciously chosen to use their roles to
accelerate climates of learning and growth in service to their stakeholders, their
communities and the world.
3. INSTRUCTIONAL LEADERSHIP
Instructional leadership is generally defined as the management of curriculum and

instruction by a school principal. This term appeared as a result of research associated with
the effective school movement of the 1980s, which revealed that the key to running
successful schools lies in the principals' role. However, the concept of instructional
leadership is recently stretched out to include more distributed models which emphasize
distributed and shared empowerment among school staff, for example distributed
leadership, shared leadership, and transformational leadership.
Instructional Leadership Skills
Instructional leadership skills are the traits possessed by effective educational

leaders to inspire action and optimism. These leaders set an example for others by treating
people fairly and making an impression with their honesty and integrity. Effective leaders
are supportive of those around them and provide inspiration to achieve individual and
collective goals. They use their excellent communication skills to gather feedback, ask for
ideas and make informed decisions regarding the processes of the educational institutions
they run.
Instructional leadership is most commonly associated with school principals who manage
curriculums, budgeting and scheduling and are responsible for the success of each student
in their schools. These individuals often strive to empower teachers to become leaders
themselves, distributing the weight of the school's responsibilities more equitably and
providing a model of teamwork for students to look up to. This method of leadership in

education became popular in the '80s and '90s and continues to evolve based on societal
and educational needs.
Examples of instructional leadership skills
Instructional leadership skills and effective teaching are directly related to the
success of the students in a classroom setting. An instructional leader advocates for
effective teaching by providing clarity and support for teachers as well as procuring the
necessary resources to maximize teaching effectiveness. Some specific skills related to
instructional leadership include:
Skills Description
Communication skills Verbal and written communication skills are essential to
leadership success. An instructional leader must be able to
effectively communicate their intentions regarding students'
education. This may involve emails and other written
communication, or it could mean holding meetings with
teachers to set goals and assess lesson plans.
Effective planning An instructional leader's ability to research and provide

necessary resources improves learning and allows teachers to
be more effective at their jobs. For example, a principal may
adopt new technology for teaching tools and for overseeing
staff initiatives, and this process requires planning.
Instructional leaders must be able to maintain a balance
between procedure and adaptability to support creativity and
innovative teaching in their schools.
Trustworthiness A positive and fair leader easily earns the trust of their staff,
allowing the staff to look to the leader in good times as well as
challenging times. A good instructional leader can remain calm
and fair during a discussion where people present opposing
ideas, weighing the merits and drawbacks of each while
gathering feedback from other members of staff who would be
affected by any changes in plans. An instructional leader's
balanced judgment leads their teachers to trust and respect
them, and this trust helps build a united educational
community.
Competence Teachers rely on instructional leaders for information

associated with instructional methods, current trends in
education and other pertinent news related to effective
teaching. Additionally, principals are expected to be a visible

representation of positivity and transparency in the institution,

leading by example and focusing on important learning
objectives to promote innovations in teaching.
Team Building and As the role ultimately responsible for the success of a school,
Collaboration an instructional leader must be adept at uniting the staff and
students to further the creation of new ideas and teaching
methods. They must be able to create a dependable team that
works together to create a more effective and positive learning
environment.
Optimism Staff and students often adopt the disposition of their leader,
so an instructional leader must maintain a positive attitude
regardless of their current situation. The more upbeat and
excited a leader is, the more this attitude spreads to teachers
and students, creating an overall environment of positivity.
This is also true when providing encouragement, rewarding a
good job and focusing on the success and happiness of
teachers, students and the institution as a whole.
Interaction with Parents Instructional leaders recognize the importance of a parent's

role in the success of their child and the cumulative effect on
the success of the school. Principals can identify family
members as a critical resource for important events such as
fundraisers and extracurricular activities. To get parents
excited about participating in these events, principals
sometimes choose to host workshops or meetings so that
parents can become familiar with each other as well as with
teachers and school policies. It also provides them with
opportunities to offer their input and ideas to improve the
learning environment for their children.
How to improve instructional leadership skills
1. Conduct formal observations at regular intervals

Increase the frequency of formal classroom observations you conduct each year,
aiming for at least three per teacher. Create a schedule to help you complete them
effectively and efficiently.
2. Provide helpful feedback

Upon completing a scheduled classroom observation, take the time to provide at
least one suggestion for improvement balanced with praise for something the teacher did

successfully. Give clear examples and suggest techniques they can implement. Showing your
staff that there is no perfect evaluation can help keep them motivated to create
inspirational lessons.
3. Establish realistic expectations

Developing a consistent and transparent set of expectations can provide teachers
with a guide to help them continuously create effective lesson plans. After you establish
your expectations, maintain communication with the teachers to ensure they understand
what to do and how to improve, if necessary.
4. Keep learning
Continuing to learn about teaching techniques can make you a stronger mentor for
your staff. Attend conferences focused on topics that relate to your staff's concerns or your
role as a leader. As you come across research that is relevant to your own facility, take note,
adapt it and apply it to your next round of observational suggestions.
5. Be a role model
Make it known to your teachers that you are willing to do everything that you ask of
them. This can mean helping to integrate new technology into a classroom or working with
a teacher to create better tests. You might consider teaching a class of your own or
substituting for an absent teacher to better understand what your teachers go through on a
daily basis. Not only does this make you more relatable, but it also allows you to approach
challenges with a more well-rounded mindset.
Tips to Strengthen Instructional Leadership in the Workplace
a. Have a clear vision for your school

Set specific goals for your institution, and make sure they're clearly explained to your
faculty and that they reflect a common set of values that all staff can agree on. Also,
collaborate with your faculty to communicate the school's goals with the students, asking
for feedback in ways to make the students feel the most comfortable.
b. Recognize individual strengths

Recognize the different ways students learn, and try to pay attention to how teachers are
teaching. If they're teaching in a way that reaches some students but not others, work with
the teachers to ensure the best learning experience for every student. This is your
opportunity to recognize students' diversity.
c. Maintain communication with teachers

Make a concentrated effort to ask questions regarding teachers' lesson plans,
assessment methods, teaching methods and more. Asking questions like this helps teachers
grow and advance their skills, which ultimately benefits the students' learning experiences.
You can also ask the teachers questions that help stimulate their creativity in teaching, such

as how they determine the success of a lesson, how they present new challenges at
different learning levels and what they might consider changing the next time they teach a
lesson.
 Encourage continued learning

Leading a learning community involves encouraging teachers to pursue additional
educational opportunities to strengthen the effectiveness of their teaching methods. You
can also hold regular meetings to share newly discovered knowledge with them and request
their insights on how the school can use new or updated information to enhance the
educational experience of students.
4. SERVANT LEADERSHIP
Servant leadership is a philosophy and set of practices that enriches the lives of
individuals, builds better organizations and ultimately creates a more just and caring world.
Servant leadership traces its origins to Robert Greenleaf. In his 1970 essay “The Servant as a
Leader,” he described servant leadership like this:
“The servant-leader is servant first… It begins with the natural feeling
that one wants to serve, to serve first.”
Servant leadership flips the typical leadership script by putting people ahead of
power. A servant leader prioritizes the team’s growth and well-being, letting their own
needs and ambition take a backseat.
Servant leaders empower employees, interact directly with clients, and recognize
their organization's role as part of a community. Their first desire is to serve by leading. The
greatest teacher of humankind, Jesus Christ, was a servant leader. He taught His disciples
“he who wants to be great must be the servant to all”. The life of the Greatest Teacher was
a life of total service to all.
Servant leadership refers to a decentralized style in which a leader satisfies the needs of
stakeholders first. An approach to leadership formed in contrast to the drive for power or material
acquisition, this style places the leader on the front lines of day to day operation. From this
vantage, the leader works directly with organizational members at every level to make decisions.
Servant leaders empower employees, interact directly with clients, and recognize their
organization’s role as part of a community.
We often hear the term public servant to refer to appointed or elected officials of the
government to emphasize the fact that they are 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 leader first. If they do,
they tend to become more conscious their importance felt over their constituents and forget that
if ever they are given power, it is to serve their people. Someone says “power corrupts” – yes, it

does when leaders think first of their power and forget the very reason why such power was
given, thai is to serve. The Greatest Teacher said and I quote: “…and whoever wants to be first
among you must be your slave” (Matther 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).
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 and others and not the teachers, learners,
parents to serve him/ her.
 What are the top qualities of a servant leader?

 Receptive
 Persuasive
 Encouraging
10 Key Principles of Servant Leadership
Servant leaders share a common set of core characteristics. Follow these 10

principles to put servant leadership to work with your team.
Listening - Listening is at the heart of servant leadership. If a team member’s talking, give
them your full focus and attention—no interruption allowed! It’s a simple way to
make your team feel valued so they know you care.
Empathy - A lot goes into empathy, but when it comes to servant leadership, it basically
comes down to getting to know your team. Find out what makes them tick, and learn
their strengths and weaknesses. That way you can let your team members shine and
maybe even help them turn their weaknesses into strengths.
Healing - Some team members may come to you from a previous job that had a really toxic
work environment—and you have the privilege to help them heal. Healing is as
simple as creating a healthy work environment that has work-life balance built in. It’s
also about giving people the tools they need to succeed so they feel like a valued
member of the team.

Self-awareness - I’ve already mentioned the importance of understanding your team’s

strengths and weaknesses. But it’s just as important to do a little self-reflection of
your own.
Persuasion - Slick sales tactics may come to mind when you think of persuasion. But that’s
not what we’re talking about here. Servant leaders use persuasion to build
consensus and get buy-in from their team. That way everyone feels like they have a
stake in the team’s success.
Conceptualization - You’ve got to know where you’re going as a leader and a company. After
all, how else will you carve a positive path for your team?
Foresight - Another key characteristic of servant leadership is taking the knowledge you’ve
learned in the past and applying it to the future so you and your team can continue
to grow.
Stewardship - Stewardship is simply leading by example. It’s your job to set the tone for your
team, so don’t ask people to do things you wouldn’t do yourself.
Commitment to the growth of people - If you want your team to grow, you’ve got to invest in
people. One simple way we do this is by providing an annual conference budget so
team members can develop the skills they need to thrive in their role.
Building community - Teams who trust each other work together to get more done. That’s
why it’s important to cultivate relationships among your team.
5. SITUATIONAL LEADERSHIP
Situational leadership refers less to one specific style of leadership and more to the idea
of leadership as an inherently adaptable responsibility. Situational leadership remains highly
flexible at all times, capable of adjusting strategies, procedures, and vision according to an
organization’s circumstances, demands, and even to a shifting culture. The situational leader
possesses the agility to adapt strategy to changing dynamics. This calls for a leader with the
emotional intelligence to recognize organizational needs and the skill to act on those needs. The
result is a leader who guides an organization through transformation, collaborates at the team-
level with personnel and, where necessary, takes decisive, unilateral action.
In situational leadership, effective leaders adapt their leadership style to the situation of
the members of the organization like that of the willingness and readiness of group members.
Paul Harsey and Kenneth H. Blanchard (1996) characterized leadership style in terms of the

amount of task behavior that the leader provide to his followers. They categorized all leadership
style into 4 behavior styles, which they named S1 to S4.
Behavior Style in Situational Leadership
S1. Selling / Directing

Individuals lack the specific skills required for the job in hand and they are willing to work
at the task. They are novice (first timers) but enthusiastic.
S2. Telling / Coaching

Individuals are more able to do the task; however, they are demotivated for this job or
task. Unwilling to do the task.
S3. Participating / Supporting

Individuals are experienced and able to do the task but lack the confidence or the
willingness to take on responsibility.
S4. Delegating
Individuals are experienced at the task, and comfortable with their own ability to do it
well. They are able and willing to not only do the task, but to take responsibility for the task.
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.
 What are the top qualities of a situational leader?

 Nimble
 Adaptable
 Versatile
6. DEMOCRATIC LEADERSHIP
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.
With democratic leadership, while organizational hierarchy may still exist, influence,
power and the ability to contribute to decisions may be widely distributed across tiers
and departments

Also sometimes called participative leadership, democratic leadership requires

collaborative energy, delegation of responsibilities, and group-level decision making. This
demands a leader who knows how to cultivate participation, empower team members, and work
directly alongside organizational members at every level. With democratic leadership, while
organizational hierarchy may still exist, influence, power and the ability to contribute to decisions
may be widely distributed across tiers and departments. This means the right leader will know
when to act, when to authorize, how to mediate conflict, and how best to synthesize the talents
of team members.
 What are the top qualities of a democratic leader?
 Actively Engaged
 Supportive
 Accountable
7. AUTOCRATIC LEADERSHIP
Autocratic leaders do decision making by themselves. An autocratic leader holds singular
authority in an organization. This is a common leadership style in which all key decisions go
through a top figure and in which most members of the organization answer to a hierarchy that
leads up to this figure. While autocratic leadership is rarely very popular with employees, it’s the
preferred strategy in organizations where employees perform streamlined functions, where
control is more critical to success than creativity, and where there is scant threshold for error. The
autocratic leader prefers to take charge, and while he or she may be receptive to input and
feedback, this individual will make all final decisions according to personal discretion.
 What are the top qualities of an autocratic leader?

 Disciplined
 Decisive
 Confident
8. LAISSEZ-FAIRE LEADERSHIP
Laissez-faire leadership or free rein leadership is a style in which organizational leaders

take a hands-off approach to decision-making and task-completion. Leaders avoid responsibility
and leave the members of the organization to establish their own work. This style of leadership
gives organizational members a wide latitude when it comes to managing projects, solving
problems, and resolving disagreements. In most instances, leadership simply provides a clear set
of expectations, the resources needed for job completion, and accountability to the public,
shareholders, or any other outside interests. This style of leadership can be effective in select
contexts, but it can be challenging to motivate employees or establish accountability when
implemented in the wrong setting.

Moreover, this leadership style leads to “kanya-kanya” mentality, one weakness 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.
 What are the top qualities of a laissez-faire leader?

 Open-minded
 Trusting
 Communicative
9. BUREAUCRATIC LEADERSHIP
Bureaucratic leadership refers to organizational leadership through a highly formalized

set of processes, procedures, and structures. Here, rules, policies, and hierarchies form a clear set
of expectations as well as an explicit chain of command. At each level of a bureaucracy,
organizational members are beholden both to their immediate superiors and to a larger
ecosystem of rules and procedures. Bureaucratic leaders lead by channeling established rules,
enforcing existing structures, and presiding over specific segments of the hierarchy.
 What are the top qualities of a bureaucratic leader?

 Organized
 Consistent
 Focused
10. TRANSACTIONAL LEADERSHIP
Transactional leadership succeeds best in a context of order, structure, and rigid

hierarchy. While it may sound similar in name to transformational leadership, it’s almost exactly
the opposite. Here, roles are clearly and strictly defined. The job of leadership is to ensure
individuals perform their roles correctly and effectively, and that group performance produces
positive outcomes. Often, a clear system of penalties and rewards for performance is in place,
including pay bonuses and opportunities for upward mobility. A good transactional leader will use
those rewards and penalties to identify strengths and weed out weaknesses among personnel.
Transactional leaders may prize the status quo. Where change is needed, a transactional leader
will typically implement it within existing systems and structures rather than through major
structural transformation.
 What are the top qualities of a transactional leader?

 Regimented

 Focused
 Efficient
11. CROSS-CULTURAL LEADERSHIP
Cross-cultural leadership acknowledges the increasingly global nature of business. The

level of collaboration, competition, and partnership across international borders have spiked due
to web technology and the deconstruction of global trade barriers. Cross-cultural leaders
recognize that every country has different business norms, leadership practices, and cultural
realities. This type of leader knows how to navigate these differences to unite culturally diverse
partners, achieve unified goals, and create pathways to common ground. The cross-cultural leader
understands that diversity is a virtue and a resource rather than an obstacle.
 What are the top qualities of a cross-cultural leader?

 Inclusive
 Respectful
 Versatile
12. CHARISMATIC LEADERSHIP
The truly charismatic leader effectively creates a sense of shared purpose, nurtures
the passions of organizational members, and unites personnel behind a single vision.
Charismatic leadership depends significantly on the compelling personality of the leader.

This type of leader will inspire others through commitment, conviction, and positive example.
Charismatic leaders will usually possess strong communication skills, the capacity for exceptional
personal empathy, and the strength of personality to positively define company culture. The truly
charismatic leader effectively creates a sense of shared purpose, nurtures the passions of
organizational members, and unites personnel behind a single vision. This style of leadership is
often particularly valuable in times of crisis.
What are the top qualities of a charismatic leader?

 Inspiring
 Influential
 Personally invested
Congratulations for reaching this far! Now, let me see if you could apply what you
have learned in going through the lecture notes above by the activity below.

LEARNING ACTIVITIES
Activity 1
Everybody, probably, has his/her own symbol of leadership. I would like you to
draw/prepare a drawing or picture of an object that symbolizes a leader (Note: Drawing
merits more points since more effort will be invested). Describe your symbol and explain
why you choose that symbol. Use 2 medium-sized bond papers
Format: 1st page - the drawing, 2nd page – Description
Criteria for Grading: 25 points drawing/picture & 25 points description
!Reminder: Don’t forget to submit your output Module 6A Activity 1 Output not later
than May 3, 2023, 3:00 PM. Late outputs will be given points deduction.
Activity 2
For me to know that you have understood what you have read in the reading
material, you need to make an essay with at least 5 paragraphs. I am envisioning you to be
a future School Head someday, your task is to describe your future self as a school head.
You can make your own title.
In your essay, you must have the following parts:
1. An Introduction
2. What administrative position in school (Head Teacher, Principal, Education
Supervisor, Program Chief, School s Division Superintendent, Asst. Schools
Division Superintendent, etc) would like to be? Why?
3. When you will be a school administrator, would you be a Leader, a Manager,
or both? Why?
4. Describe what leadership styles will you adopt or adapt and explain why.
5. Describe yourself as a future school head or administrator.

!Reminder: Don’t forget to submit your output in the site created in our mVLE titled
Module 6A Activity 2 Output not later than May 5, 2023, 3:00 PM. Late
outputs will be given points deduction.
References/Further Readings
References:
Admin Crossing (n.d.) Admin Work Positions and Possibilities. Retrieved online from
https://www.admincrossing.com/article/500388/Admin-Work-Positions-and-
Responsibilities/
Bridges, J. (2019). Leadership vs. Management, What’s the Difference? Retrieved online
from https://www.projectmanager.com/training/leadership-vs-management
Burkus, D. (2010). Transformational Leadership Theory. Retrieved from

https://davidburkus.com/2010/03/transformational-leadership-theory/
Corelli, J. (2019). Ten (10) Principles of Servant Leadership (and Why It’s Our Favorite Style).
Retrieved from https://www.teamgantt.com/blog/servant-leadership
Freifeld, L. (2013). Evolutionary Leadership. Retrieved from

https://trainingmag.com/evolutionary-leadership/
Indeed Editorial Team (2021). What is Behavioral Leadership Theory? Definition and Types of
Behavioral Leadership. Retrieved online from https://www.indeed.com/career-
advice/career-development/behavioral-leadership-theory
Indeed Editorial Team (2021). Instructional Leadership Skills: Definition & Examples.
Retrieved from
https://www.indeed.com/career-advice/career-development/instructional-
leadership
Management Study Guide (n.d.) Fiedler’s Contingency Model. Retrieved from

https://www.managementstudyguide.com/fiedlers-contingency-model.htm
OER Services (n.d.) Situational Theories of Leadership. Retrieved from

https://courses.lumenlearning.com/suny-principlesmanagement/chapter/
situational-theories-of-leadership/

Prieto, N. G., Arcangel, C. N., and Corpuz, B. B. (2019). The Teacher and the Community,
School Culture and Organizational Leadership. LORIMAR Publishing, Inc. Cubao,
Quezon City.
Psychology Research Reference (n.d.) Trait Approach to Leadership. Retrieved from

http://psychology.iresearchnet.com/industrial-organizational-psychology/
leadership-and-management/trait-approach-to-leadership/
TOPPR (n.d.) Leadership Effectiveness. Retrieved from

https://www.toppr.com/guides/fundamentals-of-economics-and-management-
cma/leadership-and-management/leadership-effectiveness/
TBS STAFF JUL 29, 2019. 10 Organizational Leadership Styles. Retrieved online from
https://thebestschools.org/magazine/organizational-leadership-styles-study-
starters/
Wikipedia. Evolutionary Leadership Theory. Retrieved from

https://en.wikipedia.org/wiki/Evolutionary_leadership_theory



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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Prepared by: VIDA V. ANTONIO

Expected of professional teachers who care for and embark on continuing

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Expected Learning Outcomes

At the end of the module, the pre-service teachers must have:

To have a better understanding of the what, how and why of organizational

Organizational leadership is also an attitude and a work ethic that empowers an

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

II. LEADERSHIP AND MANAGEMENT

1. They inspire others to share their vision.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Three Quintessential Leaders

 Mahatma Gandhi was the leader of the Indian independence movement, using

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Three Quintessential Managers

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 Walt Disney has become a towering figure in global entertainment, but he started as a

LEADER VS. MANAGER: 5 IMPORTANT DIFFERENCES ( By Suzanne Lucas, 2016)

2) Managers Supervise People or Tasks. Leaders can be Individual Contributors.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 Resolving a problem is often a more difficult task than firing an employee.

COMPARISON OF A MANAGER AND LEADER according to Andrew Dubrin (2006)

MANAGERS vs. LEADERS

 SCHOOL HEAD MUST BE BOTH A LEADER AND A MANAGER

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 TYPES OF SKILLS DEMANDED OF LEADERS

III. THE NATURE OF ADMINISTRATIVE WORK

Administrative work or admin work makes an organization or company's work easier

A. TRAIT APPROACH TO LEADERSHIP

Early Research on the Trait Approach to Leadership

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

lower-level positions. Concurrently, a large number of studies were conducted in an attempt

Researchers discovered, however, that only a few traits appeared to distinguish

 Physical vitality and stamina

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 Need for achievement

B. SITUATIONS & LEADERSHIP

Hersey and Blanchard’s Situational Leadership Theory

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

The theory identifies four main leadership approaches:

 Telling: Directive and authoritative approach. The leader makes decisions and

 Level M1: Followers have low competence and low commitment.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Maturity levels and leadership styles

Goleman’s Model of Situational Leadership

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Normative Decision Theory

 He can make a decision entirely by himself.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 Is decision quality highly important?

C. BEHAVIORS & LEADERSHIP

What is Behavioral Leadership Theory? Definition and Types of Behavioral Leadership

Behavioral leadership theory is a management philosophy that evaluates leaders

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Types of Behavioral Leadership

Key Styles Set of Behaviors

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

contribute to their team's daily efforts. They are primarily focused on

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

leader a child. Paternalistic leaders are goal-oriented but are willing to be

Leadership Effectiveness is the key analyst of organizational success or failure while