1. Ed 509
Essentials of Educational Management
LEADERSHIP
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Rey Jun C. Dieron
Jona P. Lacsi
Marni Hamili B. Dieron
2. Definitions:
LEADERSHIP
An activity of influencing people to band together for common
purpose and endeavour by the inspiration and guidance of a
leader determined to achieve that purpose.
1
A process of interaction by which human desire and purpose are
being advanced to attain the common good.2
Some form of excellence, barrels of achievement, and busloads
of accomplishment3
The best possible means to measure the distance between the
dust and the stars.4
3. Definitions:
LEADERSHIP
The relationship between an individual and a group built around
some common interest and behaving in a manner directed or
determined by him
6
The ability and readiness to inspire, guide, direct or manage
others;7
The role of interpreter of the interests and objectives of a group,
the group recognizing and accepting the interpreter as
spokesman.
8
4. The Leader
any person who can influence
people to cooperate to pursue a
common purpose✓ 1
2
3
✓
✓
functions as a powerhouse who is
a king of generator which propels
people to action
an individual who acts in a group
which has common interests,
purposes, or goals and influences
the efforts of the group toward the
achievement of their goals
5. Leadership Role:
• the role in which an individual exercises
influence among other individuals toward
the achievement of goals
6. Leadership role may be played in
either of the following:
• Informal or
• Formal
7. Informal Leadership
For instance, a teacher gets a group to
have lunch together to discuss an
educational problem.
In this situation, the teacher’s leadership
is simply accepted.
8. Formal Leadership
For example, in the case of a bureau
director, a regional director, a
superintendent, a school principal, or a
teacher, the particular role of each has
been formally assigned.
Such a role may be called assigned
leadership.
9. • Informal accepted (ex. The teacher who
formed a lunch group)
• Informal assigned (ex. chairman of the
lunch group)
• Formal accepted (ex. The leader of a
formal school study group)
• Formal assigned (ex. The superintendent
assigned to that position)
Four types of Leadership:
10. Three forms of tasks in achievement of goals:
bringing a group into existence or purposing
leadership
Integrative
task of keeping the group together
Maintaining
task of helping the group select and use means
to achieve its goals
Instrumental
1
2
3
11. Type of Leadership Behavior Examples
1. Informal-accepted integrative Someone takes initiative in developing an informal group among
personnel
2. Informal-accepted maintaining Someone resolves differences among members in the group
3. Informal-accepted instrumental Someone proposes activities for the group
4. Informal-assigned integrative The chairman of an informal group seeks to reconstitute a group
that has broken up.
5. Informal-assigned maintaining A chairman resolves differences within the group
6. Informal-assigned instrumental A chairman sets time by which a task is to be completed
7. Formal-accepted integrative A person possessing a formal status brings about a group situation
8. Formal-accepted maintaining The efforts of a member of a formal group to resolve differences
are accepted
9. Formal-accepted instrumental A member’s efforts to set formal group to accomplish its task are
accepted
10.Formal-assigned integrative A principal brings a new staff into a working-group relationship
11.Formal-assigned maintaining A supervisor resolves differences among his work group
12.Formal-assigned instrumental A chief school officer brings about better teaching in his schools
12. Leadership’s Crucial Task: Creating a
Wholesome Unity of Organizational and
Personal Interests
• Leadership is not a matter of passive status, or
of the possession of some combination of traits;
it is a working relationship among members of a
group, in which the leader acquires status
through active participation and demonstration
of his capacity for carrying cooperative tasks
through to completion (Stogdill, 1948).
• Leadership is a function which is required when
individuals are coordinating their efforts toward
a common goal (Jackson, 1953).
• Leadership Behavior is a fluid sort of function
which flows through the group, assuming
different forms for different tasks (Gibson and
Hunt, 1965)
13. Leadership’s Crucial Task: Creating a
Wholesome Unity of Organizational and
Personal Interests
Identification Marks of a Great
Leader of Industry (Stryker,
1959):
• He has an innate propensity for
change and innovation
• He manages to change men’s
beliefs, attitudes, and behaviour
with benefit to many people
14. Autocratic and Psychological Modes of
Management by Bellows (1954):
PSYCHOLOGICAL AUTOCRATIC
Making Decisions
Group discussion of problems Absence of participation by group
Decisions made by group concurrence Degree of concurrence unknown and
disregarded
Decision-making recognized as a training
problem
Decision-making regarded as a
prerogative of management
Feelings of group members recognized
and analyzed
Feelings of group members unknown and
disregarded
Social climate recognized and analyzed Social climate disregarded
Communicating Decisions
Participation and mutual understanding
necessary
Orders by fiat; understanding not
necessary
Workers discuss with supervisors and
among themselves
Boss arbitrary tells workers
15. PSYCHOLOGICAL AUTOCRATIC
Control
Psychological Logical;legal
Staff organizational emphasized Line organizational stressed
Social pressure Supervisory pressure
Common goals Diverse goals
Training and counseling Discipline; enforcement
Nondirective Directive
Problem solution Shift from one problem to other
Role of Supervisor
Employee oriented Production and company oriented
Member of “in” group Member of “out” group
Leader who has leader skills Dictator
Group discussion moderator Boss
Morale survey analyst Authority
Expert Commander
Autocratic and Psychological Modes of
Management by Bellows (1954):
16. He is supportive, friendly, and helpful rather than hostile.
Help subordinates to be promoted by training them for jobs at the next level.
He is just, if not generous
Shows confidence in the integrity, ability, and motivations of subordinates rather
than suspicion and distrust.
Kind but firm, never threatening, genuinely interested in the well-being of
subordinates and endeavors to treat people in a sensitive, considerate way.
Serve the best interest of his employees as well as of the company
He sees that each subordinate is well trained for his particular job.
Characteristics of superiors who develop favourable attitudes among
the personnel with whom they are associated (Likert, 1961):
IMPLICATIONS FOR THE SCHOOL MANAGER
1
2
3
4
5
6
7
Coaches and assists employees whose performance is below standard8
17. • Leadership should improve group effectiveness
The curriculum leader can upgrade problem-
solving processes by raising the quality of
discussion, helping the group to establish efficient
operating procedures, facilitating the sharing of
leadership, and accelerating the group toward the
maximum realization of its own potential.
18. • Leadership should improve communication
among curriculum workers
Effective communication can facilitate
curriculum improvement, and poor communication
can block growth.
Curriculum leadership should facilitate the
clear definition of avenues of communication so
that ideas, information, and even grievances may
be seen, examined and acted upon.
19. • Leadership should furnish needed expertise
and coordination
The very nature of curriculum improvement
suggests a continuing need for certain
competencies and insights which the groups may
or may not be able to furnish from within their own
membership.
The use of consultants should be explored so
that expertness which cannot be readily developed
within the group can be secured when required.
20. • Leadership is needed for releasing the
potentialities of individuals and groups
The leader must find means to motivate and
inspire individuals to acquire and use skills, reduce
psychological tensions and barriers by building
trust and confidence, stimulate creativity, and
provide opportunities for exercising leadership and
asssuming responsibility.
21. Types of Leadership
Leadership is associated with and expected
from the person who occupies a certain position
Status Leadership
Leadership emerges in relation to particular
problems
Emergent Leadership
1
2
CURRENT THINKING ON LEADERSHIP
22. Styles of Leadership
CURRENT THINKING ON LEADERSHIP
emphasis on
ideas, goals,
and plans of
individuals in
the
organization
IdiographicNomothetic
aware of both
nomothetic and
idiographic
dimensions of
organization and
integrates them; it
continually
analyses the
situation in relation
to both individual
and organizational
needs and
purposes
Transactional
emphasizes
organization
al goals at
the expense
of individual
needs and
motivation
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23. 1. The Leader’s Personality, Past Experiences,
and Expectations
Managers develop the leadership style with which
they are most comfortable
Managers learn that some styles work better for them
than others; if a style proves inappropriate, they can
alter it
Manager's expectations of what style would be
necessary to get subordinates to work effectively led
to their choice of style.
FACTORS IN LEADERSHIP
EFFECTIVENESS:
24. 2. The Expectations and Behavior of Superiors
Superiors have the power to dispense
organizational rewards, such as bonuses and
promotions; hence, they clearly will affect the
behavior of lower-level managers.
Lower-level managers tend to naturally model
themselves after their superiors
FACTORS IN LEADERSHIP
EFFECTIVENESS:
25. 3. Subordinates’ Characteristics, Expectations, and
Behavior
Characteristics: Highly capable employees will require a less
directive approach
Attitudes: Some types of employees (such as military police)
may prefer an authoritarian leader, while others (such as
research scientists) may prefer to be given total responsibility
for their own work
Expectations: Employees faced with new and challenging
tasks may expect the manager’s directives and may be upset
if they are not forthcoming
FACTORS IN LEADERSHIP
EFFECTIVENESS:
26. 4. Task Requirements
The nature of the subordinate’s task will also affect
the type of leadership style a manager will use.
Where much cooperation and teamwork are
involved, employees generally prefer people-
centered supervision, whereas those working in
isolation (such as truck drivers) prefer task-
oriented direction.
FACTORS IN LEADERSHIP
EFFECTIVENESS:
27. 5. Organizational Culture and Policies
For example: in organizations where climate and
policies encourage strict accountability for
expenses and results, managers usually supervise
and control subordinates closely.
FACTORS IN LEADERSHIP
EFFECTIVENESS:
28. 6. Peer’s Expectations and Behavior
For example: a manager who is comparatively
lenient may well become more autocratic if others
comment negatively.
FACTORS IN LEADERSHIP
EFFECTIVENESS:
29. INGREDIENTS OF
LEADERSHIP
The ability to
comprehend
that human
beings have
different
motivation
forces at
different
times and in
different
situations
The ability to
use power
effectively
and in a
responsible
manner
The ability to
inspire
The ability to
act in a
manner that
will develop
a climate
conducive to
responding
to and
arousing
motivation
30. 1. Supportive Leadership
-behavior gives consideration to the needs of
subordinates, shows a concern for their well-
being, and creates a pleasant organizational
climate. It has the greatest impact on
subordinates’ performance when they are
frustrated and dissatisfied.
Leadership Behaviors::
31. 2. Participative Leadership
-allows subordinates to influence the decisions
of their superiors and can result in increased
motivation.
Leadership Behaviors::
32. 3. Instrumental Leadership
-gives subordinates rather specific guidance
and clarifies what is expected of them; this
includes aspects of planning, organizing,
coordinating, and controlling by the leader.
Leadership Behaviors::
33. 4. Achievement-oriented Leadership
-involves setting challenging goals, seeking
improvement of performance, and having
confidence that subordinates will achieve high
goals.
Leadership Behaviors::
34. Major Principles or Guides of Leading:
1. Principle of harmony of objectives
The more managers can harmonize the personal goals of
individuals with the goals of the enterprise, the more effective
and efficient the enterprise will be.
2. Principle of motivation
Since motivation is not a simple cause and effect matter,
the more managers carefully assess a reward structure, look upon
it from a situation and contingency point of view, and integrate it
into the entire system of managing, the more effective a
motivational program will be.
35. Major Principles or Guides of Leading:
3. Principle of leadership
Since people tend to follow those who, in their view, offer
them a means of satisfying their personal goals, the more
managers understand what motivates their subordinates and how
these motivators operate, and the more they reflect their
understanding in carrying out their management actions, the
more effective they are likely to be as leaders.
4. Principle of communication clarity
Communication tends to be more effective when
managers utilize the informal organization to supplement the
communication channels of the formal organization.
36. Major Principles or Guides of Leading:
5. Principle of communication integrity
The greater the integrity and consistency of written, oral,
and nonverbal messages, as well as of the moral behavior of the
sender, the greater the acceptance of the message by the
receiver.
6. Principle of supplemental use of informal organization
Communication tends to be clear when it is expressed in a
language and transmitted in a way that can be understood by the
receiver.
