School Leadership: Prof. Juharto B. Dimalen, BSE, MAED

School Leadership
By
Prof. Juharto B. Dimalen, BSE, MAED

College of Teacher Education
Definition
Leadership – an essential factor that contributes
to the successful operation of an organization.
The demand for high quality instruction to
improve student leaning is one of the many
possible things to consider for initiating reforms
within an educational institution.
OChristie, Thompson & Whiteley (2009)
believe that getting the right people to
become school leaders is very important
and by providing them with
competencies to be effective leaders is
critical to their profession.
The following are some of the important
aspects of school leader’s role
O Developing a deep understanding of how to
support teachers;
O Managing the curriculum un ways that promote
student learning; and
O Developing the ability to transform school into
more effective organization to foster powerful
teaching and learning of all students.
O Leadership is inherent to the teaching profession.
According to Jackson (cited in ASCD, 2015),
teacher leaders transcends formally defined roles in
building which means that every teacher, any
teacher, at some point in their career, becomes a
teacher leader.
O According to Gabriel (2005), teacher leader
possess a semblance of authority but have no
formal powers.
Among the roles that Teacher Leaders
may assume are the following:
OGrade Level/Subject Coordinator
ODepartment Chair/Coordinator
OCurriculum and Assessment Specialist
OMentor/Coach
OFacilitator
OLeadership according to Yukl (2013) is
different from managers.
OIt includes motivating subordinates and
creating a favorable conditions for
doing their work which is considered as
one of the important managerial roles.
Leaders can influence the effectiveness of an
organization through the following:
O The choice of objectives and strategies to pursue;
O The motivation of members to achieve the objectives;
O The mutual trust and cooperation of members;
O The organization and coordination of work activities;
O The allocation of resources to activities and objectives;
O The development of members skills and confidence;
O The learning and sharing of knowledge by members;
O The enlistment support and coordination from outsiders;
O The design of formal structure, programs, systems; and
O The shared belief and values of members.
O Becoming an effective teacher and a leader at the
same time requires passion, perseverance, and
competency not just to influence students but
also to make meaningful changes in their lives
while attending school.
O ASCD (2015) emphasized the need to advance
the role of a teacher as a leader by initiating
teacher leadership training the moment that the
individual begins their teacher preparation work.
Various Leadership Style of School
leaders
 Instructional Leadership
The primary role of School Principal is to promote learning and
make students successful in their academic endeavors.
It requires instructional leadership that is critical to the success
and effectiveness of the curriculum and instruction.
It is based in three dimensional approach which includes defining
the school’s mission, managing the school program, and promoting a
positive school climate (Hallinger, 2010, as cited in Nedelco, 2013).
O It is being shared with teachers through:
a. coaching d. study teams
b. reflection e. exploration
c. collegial investigation f. problem solving (Base & Base,
2004)
O Hallinger defines this as leadership being focused
predominantly on the role of school head in:
a. coordinating c. supervising
b. controlling d. developing curriculum and instruction
 Transformational Leadership
According to Bass & Riggio (2006), this leadership theory was
conceptualized by James MacGregor Burns in 1978.
Transformational Leaders are type of leaders who inspire their
followers to achieve extra ordinary outcomes by inspiring them and, in
the process, develop their own capacity.
This leadership approach supports the instructional leadership
style.
It focuses on developing one’s capacity to innovate and support
the development of changes to practices of teaching and
learning(Hallinger, 2010, as cited in Nedelco, 2013).
 Distributed Leadership
This leadership is considered as a shared effort by more than one
person.
‘’It serves interests of systematic thrivability by promoting patterns
of joint optimization of shared visions, values, and individuals among
groups rather than the maximization of any subset of particular individual
interest’’ (Chatwani, 2018).
In education setting, distributed leadership draws from different
perspectives to supports the instructional leadership team by establishing
a system of improving curriculum and instruction through collaboration.
It is believed that leadership can be more effective when it is
distributed among group of individuals with different competencies but a
shared mission and vision to foster culture of learning.

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