I.

Some Prominent Theories on Leadership

II. Background of the Topic

Organizing the research on school leadership into a set of principles that current and
future leaders can use to guide their behavior obviously requires that we stand on the
shoulder of those who have made similar efforts. Many theories of leadership have been
influential in guiding school leaders. The presenters will examine a few of the theories
that were foundational to our analysis of the research.

III. Objective
Terminal Objective
To know some of the theories of leadership which have been influential in
guiding school leaders.
Enabling Objectives
1. To differentiate Transactional leadership from Transformational Leadership.
2. To familiarize the four factors that characterizes the behavior of a
transformational leader.
3. To distinguish some of the critical skills of a servant leader.
4. To identify the Basic Principles underlying Situational Leadership.

IV. Name of Facilitator

Catrina A. Tenorio
Angelyn V. Morcilla
Jerline C. Ganaba
Joann P. Maiquez

V. Executive Summary
Selected theories have provided the foundation and reference for many of our
conclusions. Theories such as transactional leadership, transformational leadership and
instructional leadership provided a knowledge base that allowed us to review the
research from a broad framework. Transformational and Transactional Leadership both
terms are abide in discussion of business and school. In general terms Transactional
leadership is defined as trading one term for another while transformational leadership
is more focused on change. James Burns consider as the founder of modern leadership
theory. Bass and Avolio describe three forms of transactional leadership: management-
by-exception passive; management-by-exception active; constructive transactional.
Management-by-exception passive followers of this leadership typically believe that
their job is to maintain the status. Involve setting standards but waiting for major
problems to occur before exerting leadership behavior. Followers generally react by
focusing on and achieving expected performance goals. Leaders set goals, clarifies
desired outcomes, exchange rewards and recognition for accomplishments, suggests or
consult, provides feedback and gives employees praise. Style of leadership it is assumed
to produce results beyond expectations. Transformational leaders form a relationship of
mutual stimulation and elevation that converts followers to leaders and may convert
leaders to moral agents. Four factors that characterize the behavior of a leader:
individual consideration; intellectual stimulation characterized by giving "personal
attention to members who seems neglected"; inspirational motivation characterized by
communicating "high performance expectations" through a projection of powerful,
confident dynamic presence that invigorates followers. Characterized by enabling
"followers to think old problems in new ways"; idealized influence characterized by
modeling behavior through exemplary personal achievement, character and behavior.
Waldman proposed that Deming's 14 points can be organized into 5 basic factors
that define the actions of effective leaders. These are change agency where leaders
ability to stimulate change in an organization and leaders analyze organization's need
for change, isolating and eliminating structures and routine that work against change.
Team work consists of two or more individuals with complementary skills who interact
with each other toward common task oriented purpose. Continuous improvement
concept derived from Japanese term "haizen" which means that continual and
incremental improvement of the critical aspects of the organization. Team building
involves creating a climate where employer and employees perceive an organization as
"win-win" environment. Eradication of short term goals, this means the elimination of
goals that are based on quotas, are highly numerical and are short term. We have the
basic principle underlying Situational Leadership. When a follower is unable and
unwilling to perform the given task, the leader forces the followers’ action without much
concern to personal relation it is called telling time. When a follower is unable but
willing to perform the given task, the leader interacts the followers in a friendly manner
but still provide concrete direction and guidance it is called participating style. When
followers are able but unwilling to perform the task, the leader does not have to provide
much direction and guidance but must persuade followers to engage in the task it is
selling style. When followers are able and willing to perform the task, the leader leaves
the execution of the task to the followers with little or no inference it is elegating style.
The 4 Dimensional or roles of an instructional leader are resource provider, instructional
resource, communicator and visible presence. Where resource provider the principal
ensures that teachers have the materials, facilities and budget necessary to adequate
perform their duties. Instructional resource the principal actively participates in day to
day activities or program model, participate give priority. Communicator the principal
has clear goals, for the school and articulates those goals to faculty and staff. Visible
presence the principal engages in frequent classroom observations and is highly
accessible to faculty and staff. According to Leithwood, transformational leadership is an
expansion of instructional leadership because it aspires more generally to increase
member's effort on behalf of the organization, as well as developed more skilled
practice.
VI. Slide Decks