LEADERSHIP ROLES IN MANAGING SCHOOL

Contemporary educational reforms place a great emphasis on the importance of demonstrating leadership roles in managing a school. The dominant message is that effective leaders exercise an indirect but powerful influence on the effectiveness of the school and on the achievement of students. There are also different viewpoints that doing change process may yield different responses from the people that may be affected because of the change presented. Since our society is basically leader-oriented, visible leaders espousing new concepts of leadership emerged. So how then, can a principal alone accomplish the task of managing a school and transforming it to a better, if not the best, school for pupils?

LEADERSHIP IN THE NEW MILLENNIUM (DIFFERENT THEORIES AND CONCEPTS OF LEADERSHIP ROLES)
A

vast literature on school leaders and leadership theory exists. Yet, despite the immense research, a singular theory of leadership has proven to be elusive. While researchers continue to produce evidence on significant changes as a result of using different leadership roles in managing a school, still their findings have not produced a clear consensus or effective leadership practice.

DIFFERENT THEORIES AND CONCEPTS OF DISTRIBUTED LEADERSHIP

Leadership should be distributed throughout the school rather than vested in one position. The following are the concepts of distributed leadership as viewed by different authors and practitioners.

Distributed leadership is characterized as a form of collective leadership. (Gronn, 2002) Leadership resides not solely in the individual at the top, but in every person at entry level who in one way or another, acts as a leader. (Goleman, 2002)

It is the glue of a common task or goal improvement of instruction- and a common frame of values for how to approach that task. (Elmo. 2001)
It is the glue of a common task or goal improvement of instruction- and a common frame of values for how to approach that task. (Elmo. 2001) It is the glue of a common task or goal improvement of instruction- and a common frame of values for how to approach that task. (Elmo. 2001) It is the glue of a common task or goal improvement of instruction- and a common frame of values for how to approach that task. (Elmo. 2001)

COMPARISON OF CLASSICAL AND SHARED LEADERSHIP Classical Leadership

Displayed by a persons position in a group or hierarchy. Leadership is evaluated by whether the leader solves problems or leaders provide solutions and answers.

Shared Leadership
Identified by the quality of peoples interactions rather than their position. Leadership is evaluated by how people are working together. Everyone works to enhance the process and to make it more fulfilling.

FINDINGS OF AUTHOR CRAIG E. JOHNSON (2001) ON

THE POWER OF THE LEADER TO ILLUMINATE THE LIVES OF THEIR FOLLOWERS OR TO COVER THEM IN DARKNESS HENCE, THEY CAST SHADOWS WHEN THEY:

Abuse

power Hoard privileges Encourage deceit Act inconsistently Misplace or betray loyalties Fail to assume responsibility

LIVING LEADERSHIP ROLES

With the increasing complexity brought about by technological change and the broadening reach of information, leading and managing organizations is also becoming more complex. The following are descriptions of living leadership.

In living leadership, managers will become managers exercising leadership and living leaders will take on more creative roles. There will exist circles within circles. Management will NOT disappear and reappear as something more enhanced. Management will evolve in place assuming a wider circle of responsibility.

Living leadership has responsibilities. These responsibilities exist in a plane of action and non-action, of being first, doing second. Leadership responsibilities can be assumed by any member of the community of organization and leadership responsibilities are non-exclusive and overlapping with management activities as they are nonresident and UNDEFINED. By making leadership, nonresident and UNDEFINED, we now create universal living leadership. Living leadership will co-create with management and process members around identity, awareness, creativity, information dissemination, knowledge transfer and learning.

Living leaders no longer envision, they seek beyond vision to being, beyond structure and prediction to infinite variation and possibility, beyond purpose to awareness, beyond self to connectedness, beyond taking charge to non-attachment, beyond control to disruption and beyond competition to sustainability.
Traditional leadership focused on taking charge while living leadership will be everything BUT taking charge! Living leaders create awareness and see opportunities to grow in any situation. These are leaders who are enterprise optimists. Also known as Just-In-Time leadership.

CASE STUDY

The Enterprise Optimist Principal

Mr. Roger Cayabyab is a SPED teacher from Bo. Obrero Elementary School in the Division of City Schools of Manila. He teaches adult pupils with mental retardation. He was able to train his special students how to make foot rags. During a demonstration lesson of Mr. Cayabyab, the principal was happy to note that the works of the pupils are excellent. The principal went out of his way to help the class of Mr. Cayabyab by giving him a more spacious room. Added to this, he gave incentives to these pupils to create rags doll, which will be sold to a businessman.

THE DIFFERENT THEORIES AND CONCEPTS OF LEADERSHIP ROLES REQUIRE A LOT OF CONSIDERATIONS NAMELY:

Leadership is not an issue of personality but one of providing directions, a sense of future! Leadership is all about purpose. Purpose creates consensus, commitment and collegiality. Management is about maintenance. Both are required but leadership is the key to developing a shared vision. Leaders have attitude- they have a point of view they challenge current expectations. They adapt, never adopt, everything is judged according to the school shared beliefs (the Vision). Leaders focus on what is important. Make it explicit what the school is to achieve. They limit and focus innovations, believing in doing things well. Quality not quantity, leaders provide clarity and a sense of shared destiny and in turn, a sense of security and hope. Clarity reduces overload complexity and in turn develops empowerment and decision making.

Leaders spread optimism. Leaders communicate. Leaders always expect the best. Leaders treat people with empathy. Leaders must be seen as trustworthy. Leaders support those who need help the most. Leaders hold people accountable to agreed commitments. Leaders give recognition to those who show initiative or appropriate behavior.

THE DEVELOPMENTAL STAGES OF A HEALTHY WORKING ENVIRONMENT

1.

2.

Promoting a healthy working environment is an attribute of an effective leader. The following are the developmental stages of a healthy working environment. Forming- an exercise titled Reviewing Our History Then and Now gives teacher/staff an opportunity to share significant events and turning points throughout the schools history. This is the stage were new and old teachers recall how their relationships were formed and how events have affected those relationships over time. Norming- this is a way in which teachers and principals review a set of internal norms that affect the way they get along and work together.

HOW ARE WE DOING? AN ASSESSMENT OF OUR SCHOOLS NORMS AND HEALTHY PRACTICES
Directions: Consider the following internal norms and healthy practices for staff. Identify three areas of strength and three areas of that need work. Open communication Helping in times of need and sorrow Working hard to finish a task Problems are often times talked about even during meetings Decisions are made after everyone has given his/her opinions, views, comments, and suggestions Assigning extra work to already overloaded activities Checking of attendance is done regularly Planning time is a priority Faculty meetings are held only as the need arises Professional development opportunities are given twice a month Others

3.

4.

Storming- this is where the faculty staff meet to hold periodic Straight Talk sessions, a practice that can address storming issues directly and prevent a long term storming conflicts from escalating and becoming a destructive force among the faculty. Performing- all school personnel evaluate their contribution to the improvement of the school and students outcomes. If there were things that went wrong, and there are still things that need to be done everyone is given the chance to communicate his/her opinions, suggestions, recommendations, etc. it would also strengthen camaraderie if school leaders provide celebrations for jobs well done. There have been cases when the leadership of a principal has been put in question. If this happens to you, what would you do?

SUMMARY

Leadership roles in managing a school call for a deeper commitment and dedication. Different theories and practices have been developed to help school leaders manage their schools. Distributed leadership is a new theory and is already practiced by many schoolheads. It is characterized as a form of collective leadership, in which teachers develop expertise by working collaboratively. Principals need to promote a healthy working environment to ensure cooperation among his/her teachers in managing the school. Distributed leadership equates with maximizing the human capacity within the organization. Teachers need to be involved in the process of deciding what roles, if any, they wish to take on, and must then feel the support of the school administration.

Leadership is the art of getting someone else to do something you want done because he wants to do it. Dwight D. Eisenhower

Leadership is not a formula or a program, it is a human activity that comes from the heart and considers the heart of others. It is an attitude, not a routine.
Lance Secreton

THE PEOPLE IN THE SCHOOL

School leaders who have undertaken the task of shifting a schools culture already realize the importance of working with people to build relationships. Evidence show that though understanding, empathy and respect for each other, a cooperative school spirit can be established.

Not all people are the same. Two major factors affecting individuality: Heredity Physical makeup Mental capacity Environment Impact of parent, Family, school/work culture

THE THREE BASIC STYLES OF RESPONSES

Aggressive Style Typical examples are fighting, accusing, threatening and generally stepping on peoples toes without regard for their feelings. The advantage of this behavior is that people do not push the aggressive person around. The disadvantage is that people do not want to be around him/her.

Passive Style. A person is behaving passively when he/she lets others push him/her around, when he/she does not stand up for himself, and when he does what he is told, regardless of how e feels about it. The advantage of being passive is that the person rarely experiences direct rejection. The disadvantage is that he/she is taken advantage of, and he/she stores up a heavy burden of resentment and anger.

Assertive Style. A person is behaving assertively when he/she stands up for himself/herself, expresses his true feelings, and does not let others take advantage of him. At the same time, he/she is considerate of others feelings. The advantage of being assertive is that the person gets what he/she wants, usually without making others mad. An assertive person can act in his/her own best interest and does not feel guilty or wrong about it. Meekness and withdrawal, attack and blame are no longer needed with the mastery of assertive behavior. They are seen for what they are. Sadly, inadequate strategies of escape creates more pain and stress than they prevent. Before a person can achieve assertive behavior, he/she must really face the fact that the passive and aggressive styles have often failed to get him/her what he/she wants.

Passive Lets others push him/her around Does not stand up for himself/herself Does what he is told regardless of how he/she feels about it

The Behavioral Comparisons Aggressive Not pushed around by others

Assertive Stands for himself/herself Expesses his/her true feelings

Fights Accuses Threatens Generally steps on peoples toes without regard for their feelings

Rarely experiences direct rejection

Does not let others take advantage of him/her He/she is considerate of others feelings Gets what he/she wants, usually making others mad Acts in his/her best interest and does not feel guilty or wrong about it

Is taken advantage of Stores up a heavy burden of resentment and anger

Is avoided by others

Hesitates Speaks softly Looks away from the other person Avoids issues Does not express opinions Values self below others (selfdenying) Hurts self to avoid hurting others

Answers before the person is through talking Speaks loud and abusively Glares at the other person Speaks past the issue Vehemently expresses feelings and opinions Values self above (others-denying) Hurts others to avoid hurting oneself

Answers spontaneously Speaks with conversational tone and volume Looks at the other person Speaks about the issue Openly expresses personal feelings and opinions Values self equal to others Hurts neither oneself or others

The Traditional Assumptions and Legitimate Rights Here is a partial list of traditional assumptions you may have learned as a child which now keep you from being an assertive adult. Each of these traditional assumptions violates one of your legitimate rights as an adult individual. Traditional Assumptions Your Legitimate Rights You should always to accommodate others. If you You have the right o say no. do not, they would not be there when you need them. Do not be antisocial. People are going to think that you do not like them if you say you would rather be alone instead. You have a right to be alone, even if others would prefer your company. You have a right not to have to justify to others. You have a right not to take responsibility for someone elses problems. You have a right not to have to anticipate others needs or wishes. You have a right not to always worry about the goodwill of others.

You should always have a good reason for what you feel and do.
When someone is in trouble, you should help him/her. You should be sensitive to the needs and wishes of others, even when they are unable to tell what they want. It is always a good policy to stay on peoples good side.

It is not nice to put people off. If questioned, give You have a right to choose not to respond to a an answer. situation.

LET US TAKE A LOOK AT THE SKILLS RELATED TO HOW A SCHOOL

HEAD REALLY EMPOWER AND CHANGE THE TEACHERS THROUGH HER/HIS LEADERSHIP ROLES.
Skill 1.Permission to be human and see the value in personal growth ask yourself: When was the last time you took part in personal development seminars and read books on leading from within? Skill 2.Time to think about the consequences of a decision from a humane perspective at the same time as you analyze it from a financial perspective. Skill 3.Time to think about how you use your emotions and what your actions do to other people. Skill 4.Opportunity to contemplate if your paradigm is against people or for them. For example, do you value people or do you think they are dispensable? Skill 5.Give yourself a plan for exercising appropriate autonomy, letting your employees try new things and controlling your temper.

Skill 6.Give yourself a chance to care about the people who work for you and spend time with your family.
Skill 7.Give your teachers a chance to give feedback and information in a non threatening environment. Skill 8.Give your teachers forum to display their talents.

TWO TYPES OF INCENTIVES

Effective leader provides recognition to those who show initiative or appropriate behavior. He/she does this by giving two types of incentive and these are

Extrinsic: If you behave this way, do this job, I will provide you with something that will enable you to satisfy your needs. Extrinsic Rewards Other powered controlled by the principal Tend to be ineffective: relation of behavior to reward is unclear Inefficient Often the only element in a job Intrinsic: if you behave this way, do this job, you can satisfy your needs directly because the very act of carrying out the job will be selffulfilling or will build up your self-esteem. Intrinsic Rewards inner -powered come from self Tend to be more effective Efficient

HELPING PROCESS
In many systems, such as the family, group and formal organizations, we come across few people who are able to facilitate the personal or professional growth of other individuals. Consider the following case study.

Mr. Fernandez was a school clerk in one public school. He has been a good clerk, but the principal noticed that the number of mistakes in Mr. Fernandez typing had increased over the years. The principal called him for a personal discussion. He put him at ease and discussed the issue in a supportive climate. By the end of the discussion, both the principal and Mr. Fernandez understood why the mistakes had increased and they were able to agree on a plan of action to address the problem. In addition, Mr. Fernandez was able to gain some insight into his own behavior and felt more motivated to excel in his job.

SUMMARY
Remember the important concepts you have learned from this lesson: People are the most significant factors a school head has to consider if he/she wants them to be partners in managing the school. Not all people are same because of their heredity and the environment they are in. Providing incentives boosts their self-esteem. Principals can empower and bring about change and thus, manage their schools efficiently. A school led by a caring and helping principal shows positive outcomes in his/her interpersonal relationship among his/her people.

WHO ARE YOU

He following set of contrasting remarks has been offered as a character sketch of a good leader. For a personal challenge, as you read through the list, circle the words you believe most closely describe you.

Self-reliant but not Self-sufficient Energetic but not Self-seeking Steadfast but not Stubborn Tactful but not Timid Serious but not Sullen Loyal but not Sectarian Unmovable nut not Stationary Gentle but not Hypersensitive Tenderhearted but not Touchy Conscientious but not a Perfectionist Disciplined but not Demanding Generous but not Gullible Meek but not Weak Humorous but not Hilarious Friendly but not Familiar Holy but not Holier-than-thou Discerning but not Critical Progressive but not Pretentious Authoritative but not Autocratic

THERE ARE SEVERAL QUALITIES WHICH ARE ASSOCIATED WITH

LEADERS AND WHICH NEED TO BE DEVELOPED WHEN THEY DEMONSTRATE THEIR LEADERSHIP ROLES.

Successful leaders have a vision or a dream which is shared and owned by all the people working with them. Leaders make things happen and put their vision into effect. They act to make their dream a reality. Leaders are innovative and act decisively. They can continue to follow a vision when outside support is lacking or reward is not immediate. Leaders are willing to take a risk if he return is significant and achievable. Leaders understand the needs, wants and desires of a group. They are able to formulate a plan which addresses these needs. Leaders communicate a sense of mission to others and involve others in that mission.

END