SBM Environment

School leadership is the process of influencing and supporting others to

work enthusiastically toward achieving school goals and objectives. It is
determined by personal traits and skills that make others want to follow the
direction set and is anchored on principles which define the characteristics
and behavior of school leaders:
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.
 The principle of leadership are values that a leader must
adhere to in order to win the respect and trust of those under
his/her command. The ten (10) principles of school leadership
are:
 Know all aspect of your job.
 Set attainable goals.
 Ensure that jobs are understood, supervised and accomplished.
 Know your teachers and look after their welfare.
 Keep ever teacher informed.
 Develop responsibility among your teachers and pupils/students.
 Set the example.
 Take responsibility.
 Make sound and timely decision.
 Develop teamwork.
 The School Head is expected to be the leader and manager
of the school. R.A. 9155 envisions the School Head as both an
instructional leader and an administrative manager. As lead
implementer of SBM, the school head has the following
responsibilities, as defined in Section 7 .E:
1. Setting the vision, mission, goals and objectives of the school;
2. Creating an environment within the school that is 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;

6. Introducing new and innovative modes of instruction to achieve higher

learning outcomes;

7. Administering and managing all personal, physical and fiscal resources of

the school;
8. Recommending the staffing complement of the school based on its needs;

9. Encouraging staff developing;

10. Establishing school and community networks and encouraging active

participation in teachers’ organizations, associations of non-academic personnel
of public schools, and parents-teachers-community associations; and

11. Accepting donations, gifts, bequests and grants for upgrading and expanding
competencies of school facilitators, improving and expanding school facilities
and providing instructional materials and equipment. Donations or grants must
be duly accounted for and reported to the appropriate district supervisions and
division superintendents.
 Based on the specific provisions of the legal mandate,
the Table on the next page elaborates on the new roles of
functions of school heads in their practice of SBM, as well as
the new knowledge, skills and attitudes (KSA) which they
need to develop as the leaders in the decentralization of
schools
 Knowledge/Skills Attitudes
Roles Functions
Required

Visionary principal, motivator, Lead in setting the vision, Change and future orientation
advocate and planner mission and goals of the
school.

Builder of networks and Organize/expand school Networking, organizing, social

support systems community and local mobilization, advocacy
government networks and
groups that will actively
participate in school
improvement
 Knowledge/Skills Attitudes
Roles Functions
Required

Lead in developing and Development of teamwork,

implementing the School building consensus and skills
Improvement plan (SIP), with in negotiation and conflict
the participation of the school resolution.
staff and the community.

Lead in developing and Participatory planning and

maintaining the School MIS. administrative management.
 Knowledge/Skills Attitudes
Roles Functions
Required

Generation and use of data

and information as the basis
for planning and
management.

Curriculum developer and Create a physical and Development of collective

instructional leader psychological climate accountability for school and
conducive to teaching and student performance
learning
 Knowledge/Skills Attitudes
Roles Functions
Required

Localize and implement Designing of the curriculum

school curriculum to address both national
goals, local needs and
aspirations.

Encourage development and Creation of an open learning

use of innovative instructional system based on several
methods focused on resource materials rather than
improving learning outcomes, on single textbooks.
increasing access to basic
education, improving the
holding power of school and
addressing specific local
problems.
 Knowledge/Skills Attitudes
Roles Functions
Required

Fiscal Resource Management Administer and manage all Fund management

personnel, physical and fiscal
resources of the school

Encourage and accept Serving as model for

donations, gifts, bequests and
grants for educational
purposes and report all such
donations to the appropriate
offices.
transparency and
accountability especially in
financial management.
 The school head who generally comes from the ranks of teachers goes through a
learning curve that must progress if he/she is to become an effective educational
motivator and instructional leader. The following matrix illustrates the three levels of
leadership and their characteristics. Progression in the scales of SBM practice is
achieved when specific milestones (or development indices) in the SBM dimensions are
realized.

Level I (Standard) refers to the basic qualities of leadership that the school head
should process.

Level II (Progressive) intensifies the roles of school head 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.
 Today’s school environment has become more
complex and diverse and all learners are expected to
perform and achieve educational success. Educational
leaders must therefore recognize and actualize their
collective responsibility for the total educational
development of learners, and in the process ensure
participation of the school community. School heads must
give the highest value to the school vision shared with the
community and employ the full use of their skills in
communication, collaboration and community building in
order to achieve the school goals.