TOPIC 2:

MANAGEMENT
AND
LEADERSHIP FUNCTIONS
 LEADERSHIP
Doing things right,
According to the Doing the right
systems that are in thing that
place translates vision
into reality
MANAGEMENT

WARREN & NANUS (2003)

EFFECTIVE MANAGEMENT
Only competent and skilful managers productively utilise and maximise scarce resources

1. Planning
2. Organising
3. Leading/Directing
4. Controling
SUPERVISION & STAFF
DEVELOPMENT
• Instructional Leadership – principals’ actions to ensure
teaching and learning conducted by teachers are up to
their standards and in good quality
 Has to be done frequently

EVALUATION
AND Either by monitoring the teaching methods
SUPERVISION or the exercises given to the students
OF THE
TEACHERS
Staff Development Committee (SDC)
THE TEACHING STAFF
Determines the success of curriculum implementation

Internalise the National Education

Policy

Be Trained

Be Interested, Creative and

Innovative
 FAMILY
INFLUENCE

SCHOOL
INFRASTRUCTURE
& ATMOSPHERE

A CONDUCIVE
ATMOSPHERE
RESOURCE MANAGEMENT

• Budgets
• Teachers specialisation

QUALITY CONTROL

• Continuous evaluation to ensure each activity performed is

according to the aim, needs, priorities and planned teaching
standards
 PRINCIPAL’S ROLES AND
RESPONSIBILITIES

ADMINISTRATORS
COORDINATORS PROBLEM SOLVER
& MANAGERS
 LEADERSHIP
LEADER
Someone who is
acknowledged as possessing
influence, prestige and
power, be it for a short or
long term, in a certain
situation
LEADERSHIP
Is the style of a leader in
influencing the group
members to carry out
activities towards achieving
the shared goal.
EXAMPLES OF LEADERSHIP STYLE
LEADERSHIP THEORIES
 • focuses on the role of supervision, organization,
Transactional and group performance. They are concerned about
leaders the status quo and day-to-day progress toward
goals.

• work to enhance the motivation and engagement

Transformational
of followers by directing their behavior toward a
leaders
shared vision.
INSTRUCTIONAL LEADERSHIP

INSTRUCTIONAL LEADER 3 DOMAINS

(Hopkins, 2001)
•Deals with planning and the • Defines the school values and
implementation of change purpose
actively, and at the same time • Builds the school as a
encourages collaboration and profesional learning
teamwork communities
• Manages teaching and
curriculum programmes
Kepimpinan Instruksional:

Tingkatkan kejayaan proses pengajaran dan

pembelajaran serta pembangunan sekolah.

Hallinger & Murphy, (1985)

SITUATIONAL LEADERSHIP
• A leader who could adapt his leadership behaviour to fulfil
the needs of his followers and specific situations.
• Not concerned with what is the best style but which style is
more effective for a situation
FOUR STYLES OF SITUATIONAL
LEADERSHIP (Graeff, 1983)
CONSIDERATION EMPOWERMENT
= =
RELATIONAL BEHAVIOUR TASK BEHAVIOUR

1. High Consideration + High Empowerment = Leader Shared Ideas

2. High Consideration + Low Empowerment = Leaders Explain Decisions
3. Low Consideration + High Empowerment = Leader Turns Over
Decisions
4. Low Consideration + Low Empowerment = Leader Gives Instructions
 High Leader Leaders
Share Ideas Explain Decisions
For followers who are For followers who are
RELATIONAL BEHAVIOUR high ability but inexperienced but
CONSIDERATION /
unmotivated and motivated and
timid confident

Leader Turns Leader

Over Decisions Gives Instructions
For followers who are For followers who are
high ability, motivated inexperienced,
and confident unmotivated and
timid
Low
High Low

EMPOWERMENT / TASK BEHAVIOUR

CREDIBILITY BASED LEADERSHIP
• Assured capability that is true and observed
• Becomes a measurement of a leaders’ reputation at the respective
location
• Is built by adopting:
i. Individual Self
ii. Staff
iii. Students
iv. Parents
Charismatic Leadership
Followers make attributions of heroic or extraordinary leadership abilities when
they observe certain behaviors.
Have
a
vision

Are willing to take personal risks to achieve the

vision

Are sensitive
to follower
needs.

Exhibit behaviors
that are out of
the ordinary
COMPARISON BETWEEN:
PERSONAL AUTHORITY BUREAUCRATIC POWER

Comes from the charisma of the Exists in mandates or delegation

principal, the capability to of authority, regulation, rules,
motivate and skills in human policies, work descriptions, and
interaction expectations in leader and
member interaction
6 Qualities of a School Leader & Leadership
(Day et. al, 2000)
1. Possesses distinctive personal vision
2. Has a strong mind, is cooperative with other colleagues
3. Respects teacher autonomy and protects them from
additional stress
4. Looks ahead, identifies and prepares for changes, and
makes preparation to avoid overwhelming the
subordinates with these changes
5. Has a pragmatic attitude and is capable of overcoming
realities such as economic and political issues
6. Is informed, communicative, has a set of personal values
and distinctive education. This displays the moral
purpose to his school
THANK
YOU!