UNIVERSITY OF CALOOCAN CITY

Graduate School

A Final Requirement in
DEM-411
Participative Management

Group 3 PhD Students:

Marie Grace G. Campued

Dennis R. Campos

Eleazar Elias

Submitted to:

Dr. Tony Aquino

December 11, 2023
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Name: Campos, Dennis R. Date: December 09, 2023

Course: DEM-3B Professor: Dr. Tolentino G. Aquino

1. a) Agree or Disagree: Every manager may at one point in his managerial experience
may practice the Autocratic, Democratic, Lasse-faire Management Style. Explain your
answer. b) Cite situations by which each management style becomes most
beneficial to the organization.

Agree. Managers within educational institutions often encounter diverse situations that
demand varying approaches to leadership.

Autocratic Style: At certain junctures, a manager might need to employ an autocratic

approach, exercising centralized control and making decisions independently. This might
occur in emergency situations where immediate action is required, such as ensuring
student safety during a crisis or implementing critical policy changes swiftly.

Democratic Style: In an educational setting, a democratic style could be beneficial when

fostering collaboration among faculty, staff, or students. This approach encourages
participation, input, and shared decision-making, such as when developing curricula or
establishing educational initiatives where input from various stakeholders is vital.

Laissez-faire Style: This style might be utilized when dealing with highly skilled and
motivated individuals or teams within the institution. Allowing considerable autonomy can
inspire creativity and innovation among educators or researchers, promoting a sense of
ownership in their work.

b) Cite situations where each management style becomes most beneficial to the
organization.

Autocratic Style: During urgent crises like disasters or security threats, employing an
autocratic management style could be the most efficient approach. For example, if a fire
erupts in a school building, a manager may need to promptly and decisively act to
guarantee the safety of students and staff without relying on consensus-building
processes.

Democratic Style: Developing new educational programs or curriculum changes could

greatly benefit from a democratic approach. Inviting input from teachers, administrators,
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and even students can result in more comprehensive and inclusive educational initiatives,
fostering a sense of ownership and buy-in from all involved parties.

Laissez-faire Style: In research or project-oriented scenarios, such as educational

studies or long-term research projects, a laissez-faire approach can be advantageous. It
allows scholars or researchers the freedom to explore and innovate without
micromanagement, potentially leading to groundbreaking discoveries or academic
advancements.

In conclusion, the effectiveness of each management style within an educational

institution largely depends on the context, objectives, and individuals involved. A skilled
manager in such an environment might employ a flexible approach, shifting between
these styles as needed to optimize outcomes and maintain a productive and harmonious
educational environment.

2. Define the following terms by narrating your actual work-related experience:

a. Empowerment
b. Delegation
c. Consultation

As a Master Teacher I at Kalayaan National High School for nearly three years, my
role involves not only teaching but also mentoring other teachers. My adaptability in
this role is paramount, especially in guiding and supporting fellow educators. I firmly
believe in embracing change while honoring past practices, utilizing mistakes as
learning opportunities, which has made me more pragmatic, particularly in demanding
situations within the educational realm.

In my perspective, education transcends the confines of a classroom. It should extend

beyond those walls and be actively integrated into the practical norms of the world.
Engaging everyone in the educational process is crucial for meaningful learning
experiences.
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a. Empowerment: In my experience, empowerment in education involves equipping

teachers with the necessary tools, resources, and autonomy to make informed
decisions
and take ownership of their professional development. As a Master Teacher, I
empower educators by providing them with continuous support, guidance, and
opportunities for growth. This includes fostering a culture of trust, enabling them to
take initiatives, and encouraging them to explore innovative teaching methodologies.

b. Delegation: Delegation in the context of my work involves entrusting

responsibilities to teachers under my guidance. It's about assigning tasks and duties
that align with their
skills and strengths while allowing them the freedom to make decisions within set
parameters. Through delegation, I ensure that teachers have a sense of accountability
and ownership in their roles, contributing to their professional growth and the overall
efficiency of the educational institution.

c. Consultation: In my role as a Master Teacher, consultation is a fundamental

aspect of collaboration and decision-making. I engage in consultations with my
colleagues and educators, seeking their input and perspectives when planning
educational initiatives, curriculum development, or implementing changes within the
institution. Consultation fosters a sense of inclusivity and shared responsibility,
ensuring that decisions are well-informed and reflective of the collective expertise
within the educational community.

Overall, my experience as a Master Teacher involves not only imparting knowledge

but also empowering, delegating responsibilities, and engaging in collaborative
consultations to create a holistic and enriched educational environment at Kalayaan
National High School.
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3. Enumerate the benefits of adopting Participative Management that a school

as an organization can achieve in the context of School Based Management.

School-Based Management (SBM) is a framework that delegates significant decision-

making authority to individual schools or educational institutions, emphasizing

Participative management within the educational system. The primary essence of

SBM is to decentralize decision-making processes, empowering school stakeholders,
including teachers, administrators, parents, and the community, to actively participate
in the management and improvement of the school.

Here are some of ideas in line with the benefits of adopting Participative Management
in the context of School-Based Management:

Enhanced Stakeholder Engagement: Participative Management fosters increased

involvement and engagement of stakeholders in decision-making processes.
Teachers, parents, students, and community members have a voice in shaping school
policies, curriculum, and improvement plans. This involvement creates a sense of
ownership and commitment to the school's success.

Better Decision-Making: When multiple perspectives are considered in decision-

making, it often leads to more comprehensive and informed choices. Drawing from
diverse experiences and insights allows for better problem-solving and decision
outcomes that align with the specific needs of the school community.

Improved Accountability and Transparency: With participative management, roles,

responsibilities, and decision-making processes become transparent. This
transparency fosters accountability among stakeholders, ensuring that actions taken
are in the best interest of the school and its educational goals.

Increased Innovation and Creativity: In a participative environment, educators are

encouraged to bring forth innovative teaching methods and strategies. This
atmosphere of collaboration and open communication nurtures creativity, leading to
the implementation of effective and engaging teaching practices.

Responsive to Local Needs: SBM enables schools to address the unique needs of
their students and community. By involving local stakeholders in decision-making,
schools can tailor educational programs and initiatives to better serve the specific
requirements of their students.
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Regarding monitoring progress, SBM ensures a holistic approach to assess the quality
and quantity of teaching and learning. This includes:

Profiling and Assessment: Schools under SBM create profiles that analyze various
aspects such as student performance, teacher effectiveness, infrastructure, and
community engagement. Regular assessments help in identifying strengths and areas
needing improvement.

Utilization of Statistics and Exam Results: Analyzing examination results and statistics
aids in understanding academic strengths and weaknesses. This information enables
educators to tailor teaching strategies and interventions to address students' needs
effectively.

Calibrating Student Needs: Through SBM, schools can pinpoint specific areas where
students might require additional support or enrichment. This data-driven approach
helps in developing targeted interventions to cater to individual student needs.

In conclusion, School-Based Management, with its participative management

approach, facilitates a holistic and inclusive educational system. It enables schools to
continuously monitor their progress, make informed decisions, and create a learning
environment that meets the diverse needs of students while striving for consistent
improvement and achievement of set educational goals.

4. Identify specific strategies to counter the limitations of Participative

Management in developing your School Improvement Plan (SIP).

Crafting a School Improvement Plan (SIP) as a school head involves strategic

thinking and a comprehensive understanding of the educational landscape. The
benefits of implementing an SIP are multifold, impacting various stakeholders within
the school community.

Benefits of a School Improvement Plan:

a. Focused Direction: An SIP provides a clear roadmap for the school's

development, outlining specific goals, targets, and strategies to achieve academic
excellence and holistic growth.

b. Enhanced Stakeholder Engagement: Stakeholders, including students, teachers,

administrators, and parents, become active participants in the improvement process.
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Their involvement fosters a sense of ownership and commitment to achieving shared

goals.

c. Improved Teaching and Learning: An effective SIP focuses on enhancing

teaching methodologies, curriculum development, and student learning outcomes. It
encourages professional development for teachers, leading to improved instructional
practices and student engagement.

d. Accountability and Evaluation: The SIP establishes measurable benchmarks and

assessment criteria to track progress. This promotes accountability among
stakeholders and ensures ongoing evaluation of strategies' effectiveness.

e. Resource Allocation: It aids in the efficient allocation of resources, both human

and material, directing them towards areas identified for improvement, thereby
maximizing their impact.

Counteracting Limitations of Participative Management in SIP Development:

While Participative Management in SIP development fosters collaboration and

inclusivity, it may encounter limitations such as:

a. Time Constraints: Balancing participative decision-making with the timely

formulation of an SIP can be challenging. To counter this, designate clear timelines
and structured meeting agendas to ensure progress without compromising inclusivity.

b. Differing Perspectives: Stakeholders may have divergent views on priorities or

strategies. Mitigate this by facilitating open dialogue and employing consensus-
building techniques, emphasizing shared goals and data-driven decision-making.

c. Implementation Challenges: Engage stakeholders not only in planning but also in

implementation. Encourage continuous feedback mechanisms to address challenges
and adapt strategies as needed.

Balancing the Approach towards Total Goals:

To achieve a balanced approach toward overall goals:

a. Alignment with Vision and Mission: Ensure that the SIP aligns with the school's
vision and mission. Every goal should contribute to the overarching objectives of the
institution.
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b. Data-Informed Decision-Making: Base strategies on comprehensive data analysis

to prioritize areas needing improvement and allocate resources effectively.

c. Continuous Monitoring and Evaluation: Implement a system for ongoing

monitoring and evaluation of SIP progress. This iterative process allows for
adjustments, ensuring the plan remains responsive and relevant.

In essence, a well-crafted SIP, formulated through Participative Management, not only

outlines a clear trajectory for school improvement but also promotes a culture of
collaboration, accountability, and continuous growth among stakeholders. Balancing
the approach toward the total goals necessitates strategic alignment, data-driven
decisions, and a commitment to continuous improvement.

Name: Campued, Marie Grace G. Date: December 09, 2023

Course: DEM-3B Professor: Dr. Tolentino G. Aquino

1. a) Agree or Disagree: Every manager may at one point in his managerial

experience may practice the Autocratic, Democratic, Lasse-faire Management Style.
Explain your answer. b) Cite situations by which each management style
becomes most beneficial to the organization.
a) I Agree. Because there is no fixed management style when it comes to decision
making.
A manager’s decision making depends upon what is asked by the situation at hand.
Managers often need to be flexible and adaptable, using a combination of these styles
as the situation demands. The ability to switch between these styles, known as
situational leadership, is considered a valuable skill for effective management.
b)
b1. AUTOCRATIC - The school is facing a sudden crisis, such as a natural disaster or
a security threat.
In emergencies where quick decisions are crucial, an autocratic style can be effective.
The school principal, acting as an autocratic leader, can swiftly make decisions
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to ensure the safety and well-being of students and staff without the need for lengthy
consultations.
b2. DEMOCRATIC- The school is planning a major curriculum reform.
In situations that require input from various stakeholders, such as teachers, parents,
and students, a democratic style is beneficial. The principal, using a democratic
approach, can involve relevant parties in decision-making processes, gather diverse
perspectives, and foster a sense of collaboration, ultimately leading to a more widely
accepted and effective curriculum change.

b3. LASSE-FAIRE - The school has a team of experienced and highly skilled teachers
working on a long-term research project.

In situations where the team is capable of self-management and the task requires
creativity and autonomy, a laissez-faire style can be beneficial. The principal, acting as
a laissez-faire leader, can provide the necessary resources and support but allows the
team of teachers to make their own decisions and explore innovative approaches in
the research project.

2. Define the following:

a. Empowerment- in the context of teaching refers to the process of granting
teachers the authority, autonomy, and resources they need to make decisions and
take actions that positively impact their students and the learning environment. It
involves fostering a sense of ownership, confidence, and responsibility among
teachers, allowing them to contribute meaningfully to the educational process.
b. Delegation - in the context of teaching involves entrusting specific tasks,
responsibilities, or decision-making authority to others, such as students or
colleagues, while maintaining overall accountability for the outcomes. Effective
delegation in education can lead to a more efficient and collaborative learning
environment.
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c. Consultation - in the context of teaching involves seeking input, advice, or

collaboration from various stakeholders, such as colleagues, parents, administrators,
or specialists, to enhance decision-making, problem-solving, and overall educational
effectiveness. It is a collaborative process that recognizes the value of diverse
perspectives in addressing the complexities of teaching and learning.

3. Enumerate the benefits of adopting Participative Management that a school

as an organization can achieve in the context of School Based Management.
Participative Management, especially within the framework of School-Based
Management (SBM), brings numerous benefits to a school organization. SBM involves
decentralizing decision-making processes and involving various stakeholders,
including
teachers, parents, and administrators, in the governance and management of the
school. Here are several benefits of adopting Participative Management in the context
of SBM:

a. Participative Management allows for a more inclusive decision-making

process. By involving teachers, parents, and administrators, a broader range of
perspectives is considered, leading to well-informed and comprehensive decisions.

b. Involving stakeholders in decision-making fosters a sense of ownership and

commitment. Teachers, parents, and administrators become more engaged in the
school's success and are more likely to actively contribute to its improvement.

c. Participative Management promotes open communication and transparency.

Stakeholders are kept informed about decisions, policies, and the overall direction of
the school, fostering trust and collaboration.
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d. SBM, through Participative Management, allows schools to address specific

local needs and challenges. Stakeholders are better positioned to identify and
prioritize issues that are relevant to the school community.

e. Teachers and administrators involved in decision-making gain valuable

experience and exposure to leadership roles. This involvement serves as a form of
professional development, enhancing their skills and leadership capabilities.

f. Participative Management enables schools to be more flexible and responsive

to changing circumstances. The collaborative nature of decision-making allows for
quick adjustments to address emerging challenges or opportunities.

g. Involving stakeholders in decision-making contributes to the development of a

positive school culture. It builds a sense of unity, shared responsibility, and mutual
respect among teachers, parents, and administrators.
h. Participative Management ensures that decisions align with the educational
goals and values of the school. This alignment contributes to a more coherent and
effective implementation of the school's mission and vision.

i. Involving parents and community members in decision-making strengthens the

partnership between the school and the community. This collaboration can lead to
increased support for educational initiatives and a stronger sense of community.
4. Identify specific strategies to counter the limitations of Participative
Management in developing your School Improvement Plan (SIP).
While Participative Management in the development of a School Improvement
Plan (SIP) can bring numerous benefits, it is essential to acknowledge and address its
limitations.
a. Establish clear and open communication channels. Use multiple platforms
such as meetings, emails, and collaborative tools to ensure that all stakeholders are
well-informed about the SIP process, goals, and progress.
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b. Provide training and capacity-building opportunities for stakeholders, including

teachers, parents, and administrators. This ensures that everyone has a foundational
understanding of educational planning concepts and practices.
c. Use facilitated workshops and meetings led by skilled facilitators. Facilitators can
guide discussions, manage conflicts, and ensure that the participative process
remains focused and productive.
d. Ensure diverse representation among stakeholders. This includes teachers from
different grades and subjects, parents from various backgrounds, and administrators
from different departments. Consider creating advisory committees to broaden
representation.
e. Implement strategies to ensure balanced participation. This could include rotating
leadership roles, encouraging quieter voices to speak up, and explicitly seeking input
from underrepresented groups.

Name: Elias, Eleazar V. Date: December 11, 2023

Course: DEM-3B Professor: Dr. Tolentino G. Aquino

1. a) Agree or Disagree: Every manager may at one point in his managerial experience
may practice the Autocratic, Democratic, Lasse-faire Management Style. Explain your
answer. b) Cite situations by which each management style becomes most
beneficial to the organization.

Agree. As the old cliché “nothing is permanent in the world” it also occur in every
institutions where the principal considered as the manager, he/she has the power to
practice whatever managerial style that might he/she think is suit for the school
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considering the personality, skill sets and scholastic achievements of the teachers that
he/she need to handle. We live in a world where in diversity is uprising and thinking out of
the box can play a big factor in able to school to have better progress.

Autocratic Style: is one where the manager/principal tells staff/teachers what decisions
have been made if that is the case expectations and responsibilities are clear
because control is at top management level, there is no discussion and jobs get done
quicker.

Democratic Style: also known as shared, or participatory, leadership democratic leaders

spread the wealth, giving group members the opportunity to contribute ideas and make
decisions as a team. Rely on group decision making, active member involvement, honest
praise and criticism, and a degree of comradeship.

Laissez-faire Style: in this managerial style teachers/employees take full control of

workplace operations. Teachers/ employees feel a sense of ownership, which can
promote outstanding results in any institution or organizations.

b) Cite situations where each management style becomes most beneficial to the
organization.

Autocratic Style: There are several cases and instances where immediate decisions are
highly required for example in our school Benigno Aquino Jr. High School last December
5 of the current year teachers and learners the occupance of building 2 constantly felt the
shaking of the said building to address the agony and to avoid possible worst scenario
our

dear principal Dr. Ginalyn Dignos instruct all the concerns to immediately evacuate the
area and halt the remaining time for afternoon session and officially declare in the next
morning that all classes are suspended and not allowing anybody to conduct classes in
face to face manner until prior notice (clearance) from the CDRRMC and SDRRMC has
being offered. She didn’t ‘consult the department heads and teachers about her decision
and she might think this is the best to all concerns and as the leader of the school she is
entitled to it and I considered it as as example of autocratic management style.

Democratic Style: Two heads are always better that one the same goes to any
institution seeking opinions and having collaboration with your subordinates always end
up in positive results, hence in our school series of meeting are conducted to finally come
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up with the better idea that beneficial to teachers and students in every activities such as
Christmas ball, Benignians Got Talent, Area Meet 2023 consolidated ideas from different
teachers are highly entertained and eventually it always ends up in positive manner.

Laissez-faire Style: In the recently concluded CANOSA B AREA MEET 2023 some of
our athletes documents required to have a signatory from the school head or principal the
problem is our principal is having a 3 day leave of absence or she is not around the
school for convention head teachers decided that they can taking care of the signing In
the presence of our school heads of course with her permission in able for the players to
qualify upon submission of the said documents.

2. Define the following terms by narrating your actual work-related experience:

a. Empowerment
b. Delegation
c. Consultation

a. Empowerment: As a sports coordinator of our school for almost 6 years

empowerment is not a stranger thing to me sharing my knowledge and
expertise to my co-coaches and to our student-athletes how to possible win
games and develop their potentials and skill sets it almost unconsciously and
effort less done this thing. Led by example, listening to their experiences and
constant communication make empowerment look easy and it is always a
great and fulfilling moment every time I empower them with my best
knowledge.

b. Delegation: Different sports discipline are under my care that’s why I ‘m having
difficulties to monitor the progress of each players in different sports and to address
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this concerns entrusting responsibilities to my coaches under their guidance is really

a big help. I allow them and they have the power to do whatever they want that
transform our athletes to their best competitive form.
c. Consultation: Being the discipline officer of our school consultation is really matter
to me in every way since I always involve on the different scenarios that required
decisions and evaluation. I always seek and talk to my immediate superior, guidance
councillor and even to the Values education teacher to anything that relevant to my
designated position to avoid miscommunication and misunderstanding.
3. Enumerate the benefits of adopting Participative Management that a school
as an organization can achieve in the context of School Based Management.

School-based Management is a management framework which is school-based,

student-centred and quality-focused. Its purpose is to devolve the decisions on
student learning and resource deployment to the school to enable it to make school-
based policies which better meet the needs of students and enhance their learning
outcomes.

Aim to strengthen school management by giving more decision-making authority to

parents and members of the school’s local community. This requires changes in
school governance and management, strategic planning, school financing,
accountability, and the development of new skills for staff members.

To improve school performance and students achievements many problems that

schools face do not have obvious solutions. However, while acting quickly on an issue
or a problem may feel efficient, acting without data is often not effective. For example,
a school may invest in expensive new curriculum materials to try to improve student
achievement in a certain subject area. However, if the cause or causes of low student
achievement lie elsewhere (e.g. lack of targeted support for particular students), the
problem remains unresolved or may even be exacerbated. These types of actions cost
time and money without resulting in improved student performance. Therefore, it is
important to use data to determine the causes of a problem, before taking
improvement actions.

4. Identify specific strategies to counter the limitations of Participative

Management in developing your School Improvement Plan (SIP).

To address the root causes and underlying factors that impact student outcomes, a
deeper approach is needed. School leaders need access to holistic data that
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represents

not only quantitative outcomes, but also insights into the school’s learning conditions,
such as the relationship between teachers and students.

Specifically, the 5 essentials model is structured to help schools make meaningful

improvements in the five key areas that, according to research, matter most: Effective
Leaders, Collaborative Teachers, Involved Families, Supportive Environment,
and Ambitious Instruction. Hence, just having data is not enough. It is what you do
with the data and how you apply it to improvement planning that matters.

That brings us to one of the most critical aspects of improvement planning and data
collection: diversity of voice. To create a school improvement plan that is equitable
and more likely to deliver on its promises, school leaders must reach beyond their own
perceptions of their schools’ strengths and challenges. They need to bring more
voices to the table and ensure that their improvement plans reflect the authentic needs
of their school community. Leaders can do this by listening to the very people that
school improvement plans aim to serve: teachers, students, and families.

There’s no shortage of school improvement plans out there, mainly because many
schools are required by their districts or states to submit them. These plans, usually
based on student outcome data, can be useful documents. But too often, good
intentions to craft meaningful plans buckle under the weight of compliance. A school
leader’s time is always stretched too thin, and their list of responsibilities seems to
grow daily. It’s easy to see how the pressure to comply leads to plans that aren’t
treated as living documents that can be continually returned to for reflection, iteration,
and learning.