The document discusses the key roles and responsibilities of school principals as instructional leaders. It outlines three dimensions of instructional leadership: providing a sense of purpose by communicating and implementing the school's mission and values; safeguarding learning through supervision, evaluation, and monitoring of teachers and students; and setting a positive school climate and standards for learning. Effective instructional leadership requires defining school goals, developing stakeholders, and promoting a supportive school environment. The document also provides best practices for principals to work with school personnel, lead instructional improvements, and develop impactful relationships that motivate staff and students.

1. Republic of the Philippines
NEGROS ORIENTAL STATE UNIVERSITY
Main Campus, Dumaguete City
GRADUATE SCHOOL
Level II: AACUP Accredited
In Consortium with
NORTHERN ILOILO POLYTHECNIC STATE COLLEGE
Estancia, Iloilo
DOCTOR OF EDUCATION
Major in Filipino Language Teaching
PAMELA S. CADAY, M.Ed. DR. DAVASOL
Reporter Professor
EDUCATIONAL LEADERSHIP
Leadership – is the ability and skill of an individual to direct, guide, influence, motivate and
inspire a group of people or subordinates in order to achieve and accomplish common goals
and interests of organizational objectives.
Three Kinds of Leadership Skills (Katz)
1. Technical Skills – the knowledge and abilit of a person in any type of process or
technique.
2. Human Skills – the ability to work effectively with people and build teamwork and
cooperation. (EQ)
3. Conceptual Skills – the ability to think in ters of models, frameworks and broad
relationship. (IQ)
Three Leadership Styles of School Principlas (Hall, Rutherford, and Griffin)
1. Facilitator – initiator, pro-active, modern
2. Administrator – manager, bureaucratic
3. Director – responder, re-active, traditional

2. Characteristics of an Effective Leader
L – Listener
E – Educator
A – Assessor
D – Disciplinarian
E – Evaluator
R – Researcher
S – Servant
H – Helper
I – Inspirer
P – Power
General Concept of School Leadership
(Three Principal Dimensions)
1. Defining Schools Goals – Setting Direction (Vision/Mission)
2. Developing People – Internal and External Stakeholders
3. Promoting the School Climate – (Redesigning the Organization/ Institutional
Transformation
I. SCHOOL LEADERSHIP
It is the process of influencing and supporting others and subordinates to work and perform
enthusiastically toward achieving school goals and objectives and accomplishing
educational tasks and programs.
Effective school leadership drives schools to success and achieve their organizational goals
and objectives. It propels schools to accomplish their duties and obligations to serve the
youth and the nation.
It is determined by personal traits and skills that make others and fellow stakeholders to
follow the directions set which is based on principles and precepts that define the
characteristics and behavior of school leaders.

3. Every school is led by a school head. He/She is expected to provide strong, dynamic,
innovative, and competent leadership in promoting and sustaining quality education.
Ten Principles/Precepts of Leadership
1. Know all your job descriptions.
2. Set attainable goals and objectives.
3. Ensure that tasks are well understood, supervised and done.
4. Know your teachers and look after their welfare.
5. Keep every teachers and other personnel well informed.
6. Develop responsibility and self-discipline among your teachers and pupils.
7. Be the role model.
8. Accept responsibility.
9. Make sound and timely decision.
10. Develop teamwork.
II. INSTRUCTIONAL LEADERSHIP
They are actions undertaken by a school head with the intention of developing a
productive and satisfying working environment for teachers and desirable learning
conditions and outcomes for children. (WilliamGreenfield, 1998).
 We broadly interpret the concept of instructional leadership to encompass
those actions that a principal takes, or delegates others to promote growth in
student learning. (Wynn De Bevoise, 1998).
 All were innovators, constantly seeking ways to effect school improvement
with emphasis on student learning (Wynn De Bevoise, 1998).
 The provision of instructional leadership can be viewed as a responsibility
that is shared by a community of people both within outside the school
(internal and external stakeholders). Principals initiate, ecourage and
facilitate the accomplishment of instructional improvement according to
their own abilities, styles and contextual circumstances. They will need a lot
of help from others if improvement is to become a norm (Wynn De Bevoise,
1998).
 The principal casts the longest shadow in the instructional programs and
reforms in the school organization. (Blumberg and Greenfield, 1998).
 The principals were not willing to simply “keep the peace”…to some degree,
all were innovators. (Blumberg and Greenfield, 1998).

4.  Principals cannot exercise instructional leadership in a vacuum. They need
support from teachers, students, parents and the community. (Blumberg and
Greenfield, 1998).
 As instructional resource, the principal sets expectations for continual
improvement of the instructional program and actively engages in staff
development. (Richard Andrews and Roger Soder, 1998)
 The role of the principal in the school improvement process must be viewed
in terms of the many factors that affect it rather than naively assuming that a
quick care can be made simply by changing one variable. (Hall, Rutherford,
Hord and Huling, 1998).
 Schools under the leadership of an initiator or facilitative principal had a
greater degree of implementing alternative or innovative programs than did
schools headed by an administrative or bureaucratic principals. (Hall,
Rutherford, Hord and Huling, 1998).
HOW CAN A PRINCIPAL EFFECTIVELY WORK WITH THE SCHOOL PERSONNEL?
1. Know your people – When you know your people’s skills, limitations and working style,
you can assign them to tasks and roles that they can do best. You can also team them up
with those who complement their strenghts and weaknesses. Knowing your staff will
help you to know when and how far to push them, and when they are in danger of
burning out.
2. Smile – Whether your countenance is pleasant or unpleasant depends not on the
situation, but on you! It is your decision. Think about the Golden Rule (Do unto others as
you would like others to do unto you) and ask youself: What kind of managers would
you like to work with?
3. Learn their names and use them often – Calling staff members by name makes them fell
less like cogs in the machine and more like the individuals that they are. This principle
may take some work, but its sure to pay off.
4. Be a good listener – Who better tell you what’s really going on than those on the firing
line? Information is vital to making decisions, so be open to what staff members have to
say. You don’t have to agree with them on everything, or follow all their suggestions.
But be willing to listen and take into consideration their feedback (whether positive or
negative), suggestions (whether practical or not), and concerns.
5. Be consistent and fair – Give your staff prompt, clear and appropriate feedback. Avoid
picking favorites and strive to get over any prjudices you may have regarding certain
employees. When giving corrections, focus on how the person can get it right the next
time instead of how he or she got it wrong this time.
6. Be credible and earn respect – They say that you can’t demand respect; you have to
earn it. One way to do so is to be a credible or believable head – someone whose advice
staff will listen to. It’s important to be aware of what is hapenning in the world of
education, to carry yourself as a leader should, to speak and act with confidence.

5. 7. Set a good example – As former American First Lady Eleanor Roosevelt said: “It is not
fair to ask of others what you are unwilling to do yourself.”
8. Be a part of the team – Show your staff members that they – and the work that they do
– are important to you and to the overall direction of the school.”
Pointers for Principals
by Fr. Jonny Go S.J.
President Xavier School
 Be the leader of learning in your school. “Spend as much time as possible in the
classrooms of your teachers to learn about the learning that’s going on (or not going on)
in the school.”
 Take care of your teachers. “Our schools are only as good as our teachers. Make sure
they get the training and support they need. Keep them happy and motivated.”
 Encourage your teachers to try new ways of teaching. “Give your teachers permission to
make mistakes. And for these experiments, celebrate the success stories and be grateful
for the lessons learned.
 Cultivate personal relationships with your teachers. “More important than official
meetings are the informal interactions among your people. We need friends in our
work.”
 Learn to relax and stay healthy. Leading a school is one of the most stressful and
thankless jobs in the world. Take care of yourself.”
 Keep reading and learning.
NINE WAYS TO CHANGE PEOPLE’S ATTITUDES WITHOUT GIVING OFFENSE OR CAUSING
RESENTMENTS
(Basic Supervisor Course: JVR Professional Development Center)
1. Begin with praise and honest appreciation.
2. Call attention to people’s mistakes indirectly.
3. Talk about your own mistakes before criticizing others.
4. Ask questions instead of giving direct orders.
5. Let the other person save face.
6. Praise the slightest improvement and praise every improvement.
7. Give a person a fine reputation to live up to.
8. Use encouragement. Make the fault seem easy to correct.
9. Make the other person happy about doing the things you suggest.

6. BASIC ROLES OF SCHOOL PRINCIPAL ON INSTRUCTION LEADERSHIP
(Richard Andrews and Roger Soder, 1998)
1. Resource Provider/Allocator – The principal acting as a broker takes action to marshal
personnel and resources within his/her internal environment and his/her external
environment for the accomplishment of the school’s vision, missions, goals and
objectives.
2. Instructional Resources – The principal sets ecpectations for continual improvement of
the instructional program and actively engages in staff development. Through this
improvement, he/she participates in the improvement of classroomcircumstances that
enhance learning.
3. Effective Communicator – The principal models commitment to schol goals, articulates
vision of instructional goals and the means for integrating instructional planning and
goal attainment, and sets and adheres to clear performance standards for instruction
and teacher behavior.
4. Visible Presence – The principal has never been an absentee. His/ her presence is always
felt, such as regularly observing lessons, visiting classrooms, attending school academic
and co-curricular activities and programs, including meetings with teachers, pupils and
parents.
THREE DIMENSIONS OF INSTRUCTIONAL LEADERSHIP
(Philip Hallinger)
1. Providing a sense of purpose. The school must have a Mission Statement which provides
set values that guides all the activities and members of the school. Teachers, pupils,
students, parents and other members of the community should identify with the
mission statement and become motivated by it. Finally, it gives every stakeholder a
sense of purpose. The school principal plays a key role by communicating, implementing
and sustaining the mission.
2. Safeguarding learning. It is the function of managing the educational program including
the supervision and evaluation of teachers and staff, coordinating the curriculum and
monitoring pupils progress. School principals can make sure that they are the pupils,
frequent visitors in the classroom, thus giving more time for supervision rather than
administration.
3. Setting the atmosphere. Set a positive school climate for pupil achievement and
learning. This refers to the standards and attitudes of the teachers and pupils that
influence learning. It also includes proper use of instructional time, visible presence of
the principal, teachers’ incentives, professional development and learning rewards.
Principlas must set and clarify expectations for these things, making sure they continue
to be consistent and translate these into appropriate school policies and programs.

7. EIGHT (8) STEPS ON IMPACT – RESPONSE RELATIONSHIP FOR PRINCIPALS ON
INSTRUCTIONAL LEADERSHIP
(Dr. Rosario Alonzo)
1. Purpose
2. Content
3. Behavior
4. Process
5. Support
6. Credit
7. Acknowledgement of Credit
8. Validation
(Star Teacher Magazine, Nov. 2003)
References:
Valentin, Luisito, Ed.D (2nd Edition) Reviewer Handbook on The National Qualifying
Examination for School Heads (NQESH)