DOCTOR OF PHILOSOPHY

(Professor: DR. JEZEBEL B. CAYABYAB)

Major in Educational Leadership and Management
Instruction: Give precise and straightforward answers to what is being asked for.
Answer the courses you enrolled only. Use appropriate red booklet for each course
enrolled and ensure that you filled out completely the data on the cover of the booklet.
You are not allowed to use your mobile devices during the examinations.
EDUCATIONAL LEADERSHIP
Leadership and Management are two distinct but complementary systems. While
managers promote stability, leaders press for change. Only organizations that can
embrace both sides of that contradiction can thrive in turbulent times" (Kotter, 1995).

Make a list of what you believe are leadership tasks and what are management tasks?
Then critically evaluate the above quotation?
The words “leader” and “manager” are among the most commonly used words in business and
are often used interchangeably. Leadership is more about change, inspiration, setting the
purpose and direction, and building the enthusiasm, unity and 'staying-power' for the journey
ahead. Management is less about change, and more about stability and making the best use of
resources to get things done... But here is the key point: leadership and management are not
separate. And they are not necessarily done by different people. It's not a case of, 'You are
either a manager or a leader'. Leadership and management overlap. A manager is the
member of an organization with the responsibility of carrying out the four important
functions of management: planning, organizing, leading, and controlling. Most
managers also tend to be leaders, but only IF they also adequately carry out the
leadership responsibilities of management, which include communication, motivation,
providing inspiration and guidance, and encouraging employees to rise to a higher level
of productivity. Unfortunately, not all managers are leaders. Some managers have poor
leadership qualities, and employees follow orders from their managers because they
are obligated to do so—not necessarily because they are influenced or inspired by the
leader. Managerial duties are usually a formal part of a job description; subordinates
follow as a result of the professional title or designation. A manager’s chief focus is to
meet organizational goals and objectives; they typically do not take much else into
consideration. Managers are held responsible for their actions, as well as for the
actions of their subordinates. With the title comes the authority and the privilege to
promote, hire, fire, discipline, or reward employees based on their performance and
behavior.

ISSUES IN EDUCATIONAL LEADERSHIP AND MANANGEMENT

As a HR Consultant you are asked to recommend what you believe to be the 'key
elements' of an ethical code of practice and managerial governance system appropriate
for an international organization. Your recommendations should address the issues that
ethical decision making throughout the organization is kept in line with the stakeholder's
values. Discuss what you would include and why?

As HR consultant, our primary goal for our students is to promote learning, inspire them to bring
out their best and help them become productive members of the community. Some teachers
are more popular than others among students. These teachers become popular by building
good relationships with their students, and by treating them with respect. However, this ideal
situation would not be possible without the help and support of all school stakeholders.
Stakeholders are individuals or groups who have an interest or concern for the school. They
include parents, school administrators, board members, local government officials, alumni and
socio-civic groups who contribute to the development of the school community. Thus, a healthy
relationship between the teachers and stakeholders is important, as this will enable everybody
to harmoniously work together, which will have a positive impact on the students.
Parents desire a successful educational system for their children; while the students
themselves want to receive good education. It’s easy to imagine the influence the education
system has on government officials, like city councilors and district representatives, as voters
also base their decision on the way public officials show their support to the school system. In
fact, the community as a whole is the biggest stakeholder in its education system. This is
because local schools educate future employees, business owners and community leaders. A
solid education program builds a stronger community by preparing students to be successful
community members. Since everyone in a community is a stakeholder in the local education
system, every stakeholder plays a different, significant role in supporting the education system.
For example, a stakeholder’s input and relationship with other stakeholders are important in the
planning, implementation and evaluation of, say, health promotion and education programs in
schools. Their personal perceptions and understanding can help motivate children in the school
environment. Parents, on the other hand, can support and influence the adoption and
implementation of a solid school curriculum. In addition, the parents can help monitor and
evaluate the implementation of the curriculum by keeping abreast with the performance of their
children, particularly by monitoring their homework activities. Furthermore, the parents can help
teachers by monitoring the behavior and social development of their children at home,
especially for children with special education needs. As teachers, we know we are dealing with
fragile beings. Adolescence, for example, brings insecurities. Individuals at this age are pulling
away from adults. Being accepted by their peers is the key to develop their self-esteem. When
children feel good about themselves, it’s much easier to motivate them to become academically
proficient.

SOCIAL, PSYCHOLOGICAL AND PHILOSOPHICAL….

The global workforce is undergoing a massive shift that many are calling 4IR or the 4 th
Industrial Revolution.The Fourth Industrial Revolution (4IR) offers huge potential to
transform and realign our economies, societies and educational aspects. As a 21st
century educators,
1. How can you shape these transformations to address the education’s most
pressing challenges, and not exacerbate them?
Transformative learning theory addresses this common teaching challenge.
The theory describes the conditions and processes necessary for students to
make the most significant kind of knowledge transformation: paradigm shift,
also known as perspective transformation describes perspective transformation
as: ...the process of becoming critically aware of how and why our assumptions
have come to constrain the way we perceive, understand, and feel about our
world; changing these structures of habitual expectation to make possible a
more inclusive, discriminating, and integrating perspective; and finally, making
choices or otherwise acting upon these new understandings. Transformative
learning is in clear contrast to the more common process of assimilative
learning, the type of learning that takes place when students simply acquire
new information that can easily fit into their pre-existing knowledge structures.
Whereas some college-level courses are aimed at assimilative learning, most
courses require at least some level of transformative learning. Opportunities for
the student to identify and articulate the underlying assumptions in the
student's current knowledge/approach; critical self-reflection as the student
considers where these underlying assumptions came from, how these
assumptions influenced or limited understanding; critical discourse with other
students and the instructor as the group examines alternative ideas and
approaches; opportunities to test and apply new perspectives. When these
 processes occur, students are more likely to revise their underlying
assumptions, adopt a new paradigm, and apply this new paradigm.
Transformative learning theory also recognizes that changing one's perspective
is not simply a rational process. Being forced to consider, evaluate, and revise
underlying assumptions can be an emotionally charged experience. Students
have successfully used their current paradigms to excel in school and
understand the world. They may reasonably be reluctant to abandon what they
believe is the right way to think, create, and solve problems. Resistance to
perspective transformation is common, even among students who are
motivated to learn. For this reason, instructors who wish to facilitate
transformative learning must create an environment that encourages and
rewards intellectual openness.

2. How will you, as a future leader, fill these crucial roles with skillsets that are just
beginning to emerge?
Leadership styles are the ways in which a leader views leaderships and performs it in
order to accomplish their goals. This chapter provides a guide for understanding what
different styles look like, which ones are more and less effective, and how you can
develop or change your style to come closer to the ideal you aspire to. Leadership is the
process of persuasion or example by which an individual (or leadership team) induces a
group to pursue objectives held by the leader or shared by the leader and his or her
followers." If we accept that definition, then leadership style is the way in which that
process is carried out. In many ways, the style of its leader defines an organization. If
the organization is to be faithful to its philosophy and mission, its leader's style must be
consistent with them. An autocratic leader in a democratic organization can create
chaos. A leader concerned only with the bottom line in an organization built on the
importance of human values may undermine the purpose of its work. For that reason,
being conscious of both your own style as a leader and those of others you hire as
leaders can be crucial in keeping your organization on the right track.

CURRICULUM, INSTRUCTION AND ASSESSMENT

1. Describe one area of concern in the educational system about which you feel
personally committed. Cite research and relevant theory that supports your
concern. Describe how you will use your leadership skills and new
educational knowledge to promote change in this area. In your response,
include references to relevant educational policies and to educational
resources that you can draw from.
Educational leaders play a pivotal role in affecting the climate, attitude and
reputation of their schools. They are the cornerstone on which learning
communities function and grow. With successful school leadership, schools
become effective incubators of learning, places where students are not only
educated but challenged, nurtured and encouraged. On the other hand, poor or
absent school leadership can undermine the goals of an educational system.
When schools lack a strong foundation and direction, learning is
compromised, and students suffer. According to a Wallace Foundation study,
“Leadership is second only to classroom instruction as an influence on
student learning.” Effective school leaders build and sustain reciprocal family and
community partnerships and leverage those partnerships to cultivate inclusive,
caring and culturally responsive school communities. To build these community
networks it is essential that school leaders are visible in their schools and
community, develop trust and create a sense of transparency and shared purpose
with parents, staff, community members and students. Great school leaders know
that they are not running a one-man show; that they cannot do it all alone. They
know that they must surround themselves with great teachers and colleagues and,
 not only that, they must fully support teachers and staff by encouraging them to
continually learn, develop and, perhaps most important, become leaders
themselves. Perhaps the most important of all qualities that a school leader can
possess is the unquenchable thirst for knowledge. As John F. Kennedy said,
“leadership and learning are indispensable to each other.” The best leaders, no
matter what industry they work in, know they will never know it all. They are humble
in their knowledge yet confident in their abilities. They’re endlessly curious
individuals who never stop questioning, and learning.

2. Define what it means to be both a “professional” and a “leader” within the

field of education. What habits of mind or professional dispositions should a
“professional” and a “leader” display? How will you incorporate these
skills/dispositions into your own professional practice? What avenues for
development and growth in leadership will you continue to employ after
receiving your graduate degree?
Professional dispositions are the principles or standards that underpin a teacher’s
success in the classroom. They are the values, commitments, and professional ethi
Good teachers come from widely different backgrounds, and have varied opinions,
interests, and personalities. But some qualities, such as the ability to communicate
clearly, are common to nearly all good teachers. On the other hand, it is hard to imagine
a teacher being a success without possessing these qualities that govern how a teacher
acts with students, families, colleagues, and communities. With strong leadership in
such high demand, improving your leadership skills can give you a competitive
advantage. Because contrary to popular belief. Strong leaders exist, and are highly
valued, at every level of business to inspire, engage, and influence their colleagues and
stakeholders. Achieving an advanced degree is no easy feat. Completing graduate
studies exhibits your ability to set goals and see them through to execution. Balancing
graduate coursework with your professional and personal life requires initiative, time
management, and superior organizational ability. Given the self-directed nature of
graduate work, you’ll learn to set goals, organize, learn, and complete objectives with
little direction—which, according to global leaders, is the second most important
competency for leader. Leadership skills are in high demand, and a graduate education
can help you get there. To improve your skills, it helps to have sustained practice in a
real-world environment. As a busy professional, balancing learning and work can be a
challenge. But through rigorous curricula and hands-on experience, graduate school
enables you to gain and improve your leadership skills without taking a break from your
current workload, maintaining a real-world focus while learning new theory in tandem.