Collegial

Leadership
TINA QUINICOT 
 RODDY CLARK SOCO

SCED 202 REPORT

JULY 4, 2022
 UNDERLYING THEORY

COLLABORATIVE
LEADERSHIP

Building and Guiding of

Relationships between
independent teams
to advance a mutual mission.

•The institution’s mission and culture is carried out

by informal, natural, unstructured relationships and
interaction​
 UNDERLYING THEORY
THE COLLEGIAL LEADERSHIP MODEL 
A CLOSER LOOK
“ The collegial model implies that
organizations determine their policies and
make decisions following a discussion
process which leads to a consensus. Power is
shared by some or all members of the
organization.  
”
BUSH , 2015
THE COLLEGIAL MODEL OF LEADERSHIP
 Structure for Collegial model

Its
structure is an objective fact which has a clear
meaning for all the members.
 Environment

 Characterized by a decision-making as a participative process

 Increase productivity, satisfaction, and success (Graen
and Uhi-Bien, 1995)

Are Curators of talent rather than givers of direction,

instruction and orders (Bennis, 1999)

Collegial Minimize power differences (Flectcher and Kaufer, 2003)

Leaders…
Empower others with authority and responsibility to
make decisions (Little and Little, 2006)

Foster not only leader- to member exchanges but also

member to member exchanges (Graen, 2006)
 FEATURES OF COLLEGIAL LEADERSHIP
Process involved systemically
but informally relating to
Authority of expertise / "expert Common sense of values lead to
persons and groups of
power" of the teacher shared aims
equivalent authority  to advance
a mutual mission

Furthers the theory and practice

Power is not imposed; power is Communication and
of collaborative leadership to
offered to others  so that others Interaction; focusing on tasks
advance the mission and
can give it back. and on relationships
strategic outcomes
PHILIPPINE
CONTEXT: ARE NOT
NECESSARILY IN
HAD
RESPONSIBILITIES
DEEMED CAPABLE OF
LEADERSHIP DUTIES

Teacher FORMAL LEADERSHIP

POSITIONS
BEYOND CLASSROOM
DUTIES

Leaders...
Oracion, 2015. Teacher
Leadership in Public Schools in
the Philippines.
ARE EFFECTIVE COLLABORATES WELL
TEACHER-MENTORS WITH OTHERS
PHILIPPINE CONTEXT:

 Conduct of
surveys
 PTA
conversations
 Departmental or
school-wide
conversations
 Limitations of Collegial Leadership  

 Slow and time consuming

 May lead to conflict and disagreement
 Participants may display hostility or lack of interest
Common Implementation Challenges
 Giving your employees equal rights in the decision-making process could undermine
your role as a leader. 
 Firing and laying off people will become more difficult.
 Employees may end up blaming each other. 
  Bennis, W. 1999. The end of leadership: Exemplary
leadership is impossible without full inclusion, initiatives, and
cooperation of followers. Organizational Dynamics 28
(Summer): 71-79.
 Chrislip, D. D., and C. E. Larson. 1994. Collaborative
leadership: How citizens and civic leaders can makta
difference. San Francisco: Jossey-Bass.
 Fletcher, J. K., and K. Käufer. 2003. Shared leadership:
References Paradox and possibility. In Shared leadershipReframing the
hows and whys of leadership, ed. Craig L. Pearce and Jay A.
Conger. Thousand Oaks,CA: Sage, 21-47.
 French, J. R., and B. H. Raven. 1959. The bases of social
power. In D. Cartwright, ed., Studies in sociapower (pp. 150-
167). Ann Arbor, MI: Institute for Social Research.
 Gornitzka, A., and I. M. Larsen. 2004. Towards
professionalization? Restructuring of administrative
workforce in universities. Higher Education 47(4):455-471.
References

 Link: https://www.xavier.edu
/mission-identity/programs/documents/CollegialLeadership.pdf