KEN MARK DR.

BAUTISTA
CUYAPO EAST DISTRICT

QUESTION: WHAT TYPE OF LEADER ARE YOU?

There is no such thing as one-size-fits-all leadership when

dealing with people from diverse origins, viewpoints, values, and
cultures.

Throughout my six-month tenure as school head at Sta. Cruz

Elementary School, I have realized the importance of flexible leadership. A
leader must have a changeable personality; otherwise, his survival as a
leader is jeopardized. While changing my personality, I also exercise caution
to ensure that it does not negatively impact my image.

Today's world of leadership and management is extremely competitive.

To remain in this position, I am willing to adapt to changing circumstances.
It is critical to alter interaction, personality, and conduct but it is necessary.
Many leadership theories place emphasis on the point of substantial change.
In this regard, I could say that my leadership style is primarily determined
by the situation.

Flexibility is becoming more important as time passes by. It is critical

for a leader to be able to adapt his or her leadership style or approach in the
face of uncertain or unpredictable circumstances. As a young leader, I make
it a point to accurately diagnose a situation's needs and respond
appropriately with a viable leadership approach. I make the decision about
how to approach the problem, including what novel actions or approaches
are feasible and which will achieve the goals within the constraints of the
circumstances at hand. Typically, I assess the current success and progress
of the changes they have made and rethink or modify those that are
ineffective.

School planning and management is one of the strands in our KRA

titled leading strategically. When it comes to creating school plans and
implementing various programs and projects, I always make sure to include
the School Planning Team by gathering their perspectives and opinions on
the various programs and projects we are attempting to implement to
achieve the best results. They are free to express their opinions and
positions on various plans and projects, so it becomes a shared
responsibility among those working to improve the school. It is not only me
who will decide, but it is the result of the free-willing discussion of all who
think aloud based on their diverse knowledge. The school concept is shared
by all school members, not just the school head. It is impossible to convert a
school idea into a school action if the school staff and members do not agree
on it. The entire school community has a firm grasp and it is performed by
school members reaching an agreement with the school idea and then
demonstrating that idea through action.

On the other hand, if it is about instructional leadership, I become

stricter in helping my teacher to comply with teaching standards and
pedagogies. I always believe that teaching and learning must be prioritized
consistently. The No Child Left Behind Act's emphasis on accountability
requires school leaders to not only implement effective programs but also
deliver proof to demonstrate their success and justification for adjustments.
When it comes to classroom observation, some teachers are reluctant to be
observed, but I do not tolerate this by thoroughly explaining the policy
regarding classroom observation and its importance in the teaching
profession. I always maintain that it is a must because it will help to
improve the quality of teaching and learning as I provide them with
technical assistance to help them become better classroom teachers. I also
recall times when I had to be autocratic, especially when the name of the
school was at stake. As a leader, I realized that sometimes the decision-
making process must be highly centralized to make important decisions
quickly and decisively. There simply isn't enough time to hold a meeting to
discuss various issues or strategies. Although I do listen to suggestions, we
don't have time for lengthy debates or independent action. It is critical that
everyone is on the same page as the school head and follows his
instructions.

From another angle, I also view myself as someone who loves

transformations. I strive to motivate and inspire my teachers to reach their
full potential and be an ideal influence on them. I take the time to learn
about everyone's skills and knowledge to best utilize their abilities for the
benefit of the school. I serve as a strong role model for teachers who look up
to me to become successful individuals. I also aim to inspire teachers to get
out of their box and be creative and innovative. I encourage teachers to find
ways to grow and change by having a vision. The appealing aspect stems
from the vision of making work tangible and caring about their lives. A
compelling vision persuades them that school is the best place for their
growth and development. This factor encourages them to try new
approaches and develop innovative solutions when dealing with difficult
tasks in the classroom. At the same time, it boosts them to go out of their
comfort zone and be directed by their vision. School development, like
national development, necessitates constant transformation. I realized that I
need robust transformational leadership skills to help the school mature as
quickly as possible. This leadership progresses step by step in collaboration,
which can be realized by forming ideas, building shared vision, power
sharing, and experiencing success.

Based on these realizations and insights gained over the last six
months, we truly learn from our experiences, which makes us better
leaders. We must not rely on a single leadership style, but rather keep in
mind that different situations necessitate a different approach. As a leader,
promoting a flexible approach to working within your organization will
demonstrate to your employees that you trust them and care about their
best interests. When you are adaptable, you can deal with unexpected
challenges swiftly, calmly, and effectively. You must be adaptable, and
everything will run smoothly.
=