SCHOOL

LEADERSHIP
GROUP 5
SCHOOL LEADERSHIP

LEADERSHIP IS AN ESSENTIAL FACTOR THAT CONTRIBUTES

TO THE SUCCESSFUL OPERATION OF AN ORGANIZATION. THE
DEMAND FOR HIGH QUALITY INSTRUCTIONS TO IMPROVE
STUDENT LEARNING IS ONE OF THE MANY POSSIBLE THINGS TO
CONSIDER FOR INITIATING REFORMS WITHIN AN EDUCATIONAL
INSTITUTION.
 SCHOOL LEADERS’ PRIMARY FUNCTION IS TO TAKE
CHARGE OF THE MANAGEMENT OF THE SCHOOLS. THEY ARE
EXPECTED TO HAVE A COLLECTIVE VISION OF THE FUTURE
DIRECTION OF THE ORGANIZATION THAT IS CLEARLY
UNDERSTOOD BY ITS STAKEHOLDERS IN ORDER TO MEET THE
SCHOOL ORGANIZATION’S GOALS AND OBJECTIVES
 ACCORDING TO CHRISTE, THOMPSON, & WHITELEY (2009)
“BELIEVE THAT GETTING THE RIGHT PEOPLE TO BECOME
SCHOOL LEADERS IS VERY IMPORTANT AND BY PROVIDING
THEM WITH COMPETENCIES TO BE EFFECTIVE LEADERS IS
CRITICAL TO THEIR PROFESSIONS.
 THE FOLLOWING ARE SOME OF THE IMPORTANT
ASPECTS OF A SCHOOL LEADER’S ROLE HIGHLIGHTED BY
CHRISTIE, THOMPSON, & WHITELEY (2009)
 DEVELOPING A DEEP UNDERSTANDING OF HOW TO SUPPORT
TEACHERS
MANAGING THE CURRICULUM IN WAYS THAT PROMOTE
STUDENT LEARNING
DEVELOPING THE ABILITY TO TRANSFORM SCHOOLS INTO
MORE EFFECTIVE ORGANIZATION TO FOSTER POWERFUL
TEACHING AND LEARNING FOR ALL STUDENTS
LEADERSHIP IS INHERENT TO THE TEACHING PROFESSION.

ACCORDING TO JACKSON, 2015 “TEACHER LEADERS

TRANSCEND FORMALLY DEFINED ROLES IN BUILDING WHICH
MEANS THAT TEACHER, ANY TEACHER, AT SOME POINT IN THEIR
CAREER, BECOMES A TEACHER LEADER.
 ACCORDING TO GABRIEL, 2005 “TEACHER LEADERS POSSESS A
SEMBLANCE OF AUTHORITY BUT NO FORMAL POWER”.
AMONG THE RULES OF THE TEACHER LEADERS MAY ASSUME
ARE THE FOLLOWING:
GRADE LEVEL/SUBJECT COORDINATOR
DEPARTMENT CHAIR/COORDINATOR
CURRICULUM AND ASSESSMENT SPECIALIST
MENTOR/ COACH
FACILITATOR
 ACCORDING TO YUKI, 2013 “LEADERSHIP IS DIFFERENT FROM
MANAGER”
LEADERSHIP CAN INFLUENCE THE EFFECTIVENESS OF AN
ORGANIZATION THROUGH THE FOLLOWING:
 THE CHOICE OF OBJECTIVES AND STRATIGIES TO PURSUE
 THE MOTIVATION OF MEMBERS TO ACHIEVE THE OBJECTIVES
 THE MUTUAL TRUST AND COOPERATION OF MEMBERS
 THE ORGANIZATION AND COORDINATION OF WORK ACTIVITIES
 THE ALLOCATION OF RESOURCES TO ACTIVITIES AND OBJECTIVES
 THE DEVELOPMENT OF MEMBERS SKILLS AND CONFIDENCE
 THE LEARNING AND SHARING OF KNOWLEDGE BY MEMBERS
 THE ENLISTMENT SUPPORT AND COOPERATION FROM OUTSIDERS
 THE DESIGN OF FORMAL STRUCTURE, PROGRAMS, SYSTEM, AND
 THE SHARED BELIEF AND VALUES OF MEMBERS
 ACCORDING TO ASDC, 2015 “EMPHASIZED THE NEED TO
ADVANCE THE ROLE OF A TEACHER AS A LEADER BY INITIATING
TEACHER LEADERSHIP TRAINING THE MOMENT THAT THE
INDIVIDUAL BEGINS THEIR TEACHER PREPARATION WORK.”
SCHOOL LEADERS INVOLVED VARIOUS LEADERSHIP STYLES
WHICH INCLUDE THE FOLLOWING;
• INSTRUCTIONAL LEADERSHIP
• TRANSFORMATION LEADERSHIP
• DISTRIBUTED LEADERSHIP
THE SCHOOL AS AN
EDUCATIONAL
ORGANIZATION
 WHILE SCHOOLS SERVE AS A VENUE TO HELP DEVELOP
COMPETENCIES, AS A FUTURE TEACHER AND EDUCATIONAL
LEADER IT IS ALSO IMPORTANT FOR YOU TO LEARN AND
UNDERSTAND WHAT CONSTITUTES AS SCHOOL AND HOW IT
FUNCTIONS. BEFORE ENTERING INTO THE TEACHING
PROFESSIONS, IT IS ALSO ESSENTIAL TO KNOW WHO ARE THE
PERSONS RESPONSIBLE BEHIND ITS OPERATION OF THE
SCHOOL AND UNDERSTAND THEIR FUNCTIONS AND
RESPONSIBILITIES.
 THE ESTABLISHMENT OF BASIC EDUCATION SCHOOL IN
THE PHILIPPINES REQUIRES THE FOLLOWING;
ADMINISTRATOR/ PRINCIPAL
TEACHING PERSONNEL/ FACULTY MEMEBERS
ACADEMIC NON-TEACHING PERSONNEL
STUDENTS
COMMUNITY
 EXAMPLE HOW A PUBLIC BASIC EDUCATION SCHOOLS IS
STRUCTURED;
 EXAMPLE HOW A PRIVATE BASIC EDUCATION SCHOOLS IS
STRUCTURED;
 THE ORGANIZATIONAL STRUCTURE OF A SCHOOL INVOLVES
VARIOUS THEORIES WHICH INCLUDE THE FORMALATION OF
SCHOOL PROCEDURES, CENTRALIZATION OF DECISION MAKING,
AND SPECIALIZATION OF TASK AND ROLES WITHIN THE
ORGANIZATION.
 THE FORMALIZATION OF PROCEDURES INVOLVES
DEVELOPMENT OF WITTEN POLICIES THAT SERVE AS A GUIDE
FOR MEMEBERS OF THE ORANIZATION TO FOLLOW WHICH MAY
ALSO INCLUDE PLANS, VISION, MISSION, GOALS, AND
OBJECTIVES.
 CENTRALIZATION/ DECENTRALIZATION OF DECISION
MAKING ON THE OTHER HAND IS THE DIVISION OF TASKS IN
DECISION MAKING FROM THE TOP MANAGEMENT OR THE
ADMINISTRATOR/SCHOOL PRINCIPAL DOWN TO MIDDLE
MANAGERS OR THE ASSISTANT PRINCIPAL AND
INSTRUCTIONAL LEADERS/HEAD TEACHERS KNOWN AS TOP
DOWN APPROACH OR IN SOME CASES USES THE BOTTOM UP
APPROACH WHERE MIDDLE MANAGERS MAKE DECISION AND
RELAY TO THE TOP MANAGEMENT FOR APPROVAL.
 SPECIALIZATION OF TASK IS PERHAPS ONE OF THE MOST
APPLICABLE THEORIES IN EDUCATIONAL ORGANIZATION.
DEPARTMENTALIZATION IS ONE OF THE HORIZONTAL
SPECIFICATION OFTEN USED IN AN EDUCATIONAL
ORGANIZATION.
REFORMS IN THE
DEPARTMENT OF
EDUCATION
 WHEN THE TRIFOCALIZATION OF THE PHILIPPINES
EDUCATIONAL SYSTEM TOOK PLACE IN EARLY NINETIES,
TECHNICAL VOCATIONAL EDUCATION AND TRAINING AND
HIGHER EDUCATION WERE SEPERATED FROM BASIC
EDUCATION
RA7722 AND RA 7784 THE COMMISION ON HIGHER
EDUCATION AND TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY WERE CREATED.
 THE MANDATE OF THE DEPARTMENT OF EDUCATION
CULTURE AND SPORTS (DECS) WAS THEN REFOCUSED TO THE
BASIC EDUCATION WHICH COVERS ELEMENTARY,
SECONDARY, AND NON-FORMAL EDUCATION, INCLUDING
CULTURE AND SPORTS.
IN 2001, RA 9155 OTHERWISE KNOWN AS THE “GOVERNANCE
OF BASIC EDUCATION ACT,” WAS PASSED TRANSFORMING THE
NAME OF DECS TO THE DepEd AND REDEFINING THE ROLES OF
ITS OFFICES FROM THE NATIONAL LEVEL DOWN TO THE
SCHOOL LEVEL.
 RA 9155 PROVIDED THE OVERALL FRAMEWORK FOR
SCHOOL HEAD EMPOWERMENT BY STRENGTHENING THEIR
LEADERSHIP ROLES AND SCHOOL-BASED MANAGEMENT
WITHIN THE CONTEXT OF TRANSPARENCY AND LOCAL
ACCOUNTABILITY.
thank you