This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.

1. SCHOOL LEADERSHIP
IN AN SBM ENVIRONMENT
Virgilio C. Boado, MA Ed. M
School Principal IV
PEQNHS

2. “Our success as school managers
depends on our positive attitude
towards change. We must be the
catalysts who will not only accept
changes and reforms, but also lead
and manage these changes..”
- Sec. Jesli A. Lapus
- Department of Education

3. SCHOOL LEADERSHIP IS…
Developing people ( internal and
external stakeholders)
Setting directions for the organization
(mission – vision) and;
Transforming the school into a more
effective organization that fosters
powerful teaching – learning for all
students.

4. 10 PRINCIPLES OF SCHOOL LEADERSHIP
1. Know all aspects of your job.
2. Set accountable goals.
3. Ensure that jobs are understood, supervised and
accomplished.
4. Know your teachers and look after their welfare.
5. Keep every teacher informed.
6. Develop responsibility among your teachers and
students.
7. Set the example.
8. Take responsibility.
9. Make sound and timely decision
10. Develop teamwork.

5. Effective school leadership
propels schools to succeed
and fulfill their mandate to
serve the youth and the
nation.

6. THE SCHOOL HEAD AS AN EDUCATIONAL
LEADER
1. Setting the vision, mission, goals and objectives of
the school;
2. Creating an environment within the school that its
conducive to teaching and learning;
3. Implementing the school curriculum and being
accountable for higher learning outcomes;
4. Developing the school education program and
School Improvement Plan;
5. Offering educational programs, projects and
services which provide equitable opportunities for
all learners in the community;

7. THE SCHOOL HEAD AS AN EDUCATIONAL
LEADER
6. Introducing new and innovative modes of instruction to
achieve higher learning outcomes;
7. Administering and managing all personnel, physical
and fiscal resources of the school;
8. Recommending the staffing compliment of the school
based on its needs;
9. Encouraging staff development;
10. Establishing school and community networking and
active participation;
11. Accepting donation, gifts, bequests and grants for
upgrading and expanding competencies of school
facilitators, improving and expanding school facilities
and providing instructional materials and equipment.

8. ROLES, FUNCTIONS AND COMPETENCIES OF
SH’S
ROLES FUNCTIONS REQUIRED KSA’s
Visionary principal,
motivator, advocate
and planner
Lead in setting the
vision, mission and
the goals of the school
Change and future
orientation
Builder of networks
and support systems
Organize/expand
school community and
local gov’t networks
and groups that will
actively participate in
school improvement.
Networking,
organizing, social
mobilization, advocacy

9. ROLES FUNCTIONS REQUIRED KSA’s
Lead in developing and
implementing the SIP with
the participation of the
school staff and the
community
Development of
teamwork, building
consensus and skills in
negotiation and conflict
resolution
Lead in developing and
maintaining the School
MIS
Participatory planning
and administrative
management
Generation and use of
data and information as
the basis for planning
and management

10. ROLES FUNCTIONS REQUIRED KSA’s
Curriculum
developer
and
instructional
leader
Create a physical and
psychological climate
conducive to teaching and
learning
Development of collective
accountability for school
and student performance
Localize and implement
school curriculum
Designing of the
curriculum to address both
national goals, local needs
and aspirations
Encourage dev’t and use of
innovative instructional
methods focused on
improving learning
outcomes, increasing
access to basic
education, improving the
holding power of schools
and addressing specific
local problems.
Creation of an open
learning system based on
several resource materials
rather than on single
textbooks.

11. ROLES FUNCTIONS REQUIRED KSA’s
Participatory and
peer-based
instructional
supervision
Fiscal Resource
Manager
Admiinister and
manage all personnel,
physical and fiscal
resources of the
school
Fund management
Encourage and accept
donations, gifts,
bequests and grants
for educational
purposes and report
all such to the
appropriate offices
Serving as model for
transparency and
accountability esp. in
financial management.

12. LEVELS OF SCHOOL LEADERSHIP
 Level I (Standard) – refers to the basic qualities
of leadership that the SH should possess.
 Level II (Progressive) – intensifies the roles of
SH in mobilizing resources and maximizing
effort of the school to achieve desired learning
outcomes.
 Level III (Mature) – goes further by maximizing
efforts of the school and the
community/stakeholders to achieve higher
learning outcomes.

13. SBM DIMENSION:
SCHOOL LEADERSHIP
Level 1 (Standard) Level II
(Progressive)
Level III (Mature)
SH is designated SH performs greater
responsibilities in
school management
SH is fully accountable
to stakeholder for
school performance
SH is trained on
basic competencies
on instructional
leadership (NEAP)
SH exercises
instructional
leadership and
management
functions.
SH pursues
continuing
professional
development
SH significantly
influences student
learning outcomes

14. Level 1
(Standard)
Level II
(Progressive)
Level III
(Mature)
SH is trained on SBM
and LSB
responsibilities
SH as a
resource on
SBM (acting as
a mentor
/coach)
SH promotes/shares
SBM experiences.
SH creates critical mass
of SBM champions
SH initiates:
•Organizing
stakeholders
•Installing appropriate
SBM systems ( SIUP,
budgeting and resource
management, staffing,
performance
monitoring and
reporting, bookkeeping
functions)
SH cooperates
with
stakeholders
SH manages
SBM systems
SH devotes
more attention
to instructional
leadership and
supervision
SH ahs effective working
relationship with the LSB
and SGC.
SH innovates and
institutionalizes
continuous school
improvement process.
SH gives attention to
instructional leadership
and supervision.

15. THE CHALLENGE
 Recognize and actualize COLLECTIVE
RESPONSIBILITY for the total
development of learners, ensuring
participation of the school community.
 Full use of our skills in;
 COMMUNICATION
 COLLABORATION
 COMMUNITY BUUILDING

16.  Sa PAMAMAHALA, ang pagkilala sa
kasibulan ng pagiging isang MAHUSAY
at EPEKTIBONG PINUNO ay nakikita at
nasasalamin sa mga BAGONG SIBOL na
PINUNO na siyang kinalabasan ng
PAMAMAHALANG PAMPAARALAN.
 KASIYAHAN SA PAMUMUNO
(Satisfaction in Leadership)
 KATAPATAN SA PAGLILINGKOD
(Honesty in Service)
 TAGUMPAY SA PAMAMAHALA (Success
in Governance)

17. REFERENCES
 Basic Education Sector Reform Agenda (BESRA)
 Department of Education (DepEd)
 RA 9155