TRANSFORMATIONAL LEADERSHIP

ACTIVITY:

Indira Gandhi she adhered to the quasi-socialist policies of industrial development that had been begun by her father. Gandhi established closer relations with the Soviet Union, depending on that nation for support in India’s long-standing conflict with Pakistan. She was also the only Indian Prime Minister to have declared a state of emergency in order to 'rule by decree' and the only Indian Prime Minister to have been imprisoned after holding that office. She was assassinated by her Sikh bodyguards in retaliation for ordering Operation Blue Star.

Benazir Bhutto United Nations Prize in the Field of Human Rights for the democratic achievements she made for Pakistan as its first lady Prime Minister

Aung San Su KyiSuu Kyi is the third child and only daughter of Aung San, considered to be the father of modern-day Burma. One of her most famous speeches

was "Freedom From Fear", which began: "It is not power that corrupts, but fear. Fear of losing power corrupts those who wield it and fear of the scourge of power corrupts those who are subject to it."

She also believes fear spurs many world leaders to lose sight of their purpose. "Government leaders are amazing", she once said. "So often it seems they are the last to know what the people want.

TRANSFORMATIONAL LEADERSHIP

Presented by:

AVILA, ERNIE C.

INSTRUCTIONAL LEADERSHIP

There has been much discussion regarding the relative effectiveness of different leadership styles in bringing about improved student performance.

Instructional leadership is one of the most useful tools in creating a forward-looking, student-centered school environment.

Instructional leadership encompasses hierarchies and top-down leadership, where the leader is supposed to know the best form of instruction and closely monitors teacher and student work.

MARY POPLIN (1992) EMPHASIZE THAT:

The main problem is that the great administrators aren’t always great classroom leader and vice versa.

Another difficulty is that this form of leadership concentrates on the growth of the students but rarely look on the growth of the teaches.

Since she believes that education now calls on the administrators to be “the servants of collective vision” as well as “editors, cheerleaders, problem solver, and resource finder” instructional leadership, she declares has outlived its usefulness.

The role of an instructional leader differs from that of traditional school administrator in a number of meaningful ways. Whereas a conventional principal spends the majority of his/her time dealing with strictly administrative duties, a principal who is an instructional leader is charged with redefining his/her role to become the primary learner in a community striving for excellence in education.

As such, it becomes the principal’s responsibility to work with teachers to define educational objectives and set school-wide or district wide goals, provide the necessary resources for learning, and create new learning opportunities for students and staff.

TRANSACTIONAL LEADERSHIP

is sometimes called bartering. It is based on an exchange of services (from

a teacher, for instance) for various kinds of rewards, (such as a salary) that the leader controls sat least in part.

TRANSACTIONAL LEADERSHIP

Often viewed as being complementary with transformational leadership.

Thomas Sergiovanni (1990) considers transformational leadership a first stage and central to getting day to day routines carried out.

Mitchell and Tucker add that transactional leadership works only when leader and followers understand each other and are in agreement on which task is important.

Leithwood(1994) conceptualizes transformational leadership among eight dimensions.

EIGHT DIMENSIONS OF TRANSACTIONAL LEADERSHIP

a. Building school visionb. Establishing school goalsc. Providing intellectual stimulationd. Offering individualized supporte. Modeling best practices and important

organizational valuef. Demonstrating high performance

expectationsg. Creating productive school cultureh. Developing structure to foster participation

in school decisions.

LEITHWOOD (1998) SUGGESTIONS BASED ON HIS RESEARCH He report on 7 quantitative studies and

conduces that “transformational leadership practices, considered as a composite construct, had significant direct and indirect effects on the progress with school-restructuring initiatives and teacher perceived student outcomes”.

SOME IDEAS TRANSFORMATIONAL LEADERSHIP SUGGESTED BY THE AUTHOR

Visit each other classroom everyday and encourage other teacher to visit other classroom.

Involve the whole staff in deliberating on school goals, beliefs and visions at the beginning of the school year.

Help teacher work smarter by actively seeking different interpretations an checking out assumptions, place individual problems in a larger perspective of the whole school, avoid commitment to preconceived solutions, clarify and summarize key points during meeting and keep the group on task but not impose your own perspective.

Use action research teams or school improvement teas as way of sharing power. Give everyone a responsibilities and involve staff on governance functions. For those who re not participating, make them the incharge of the committee.

Find the good things that are happening and publicly recognize the work of staffs and he students who have contributed to school improvement. Write private notes to teachers expressing appreciation to their effort.

Survey the staff often about their wants and needs. Be receptive to teachers attitude and philosophies. Use active listening and show people that you truly cares about them.

Let the teachers experiment with new ideas.

When hiring new staff, let them know you want them actively involved in school decision making, hiring teachers with commitment to collaboration. Give them the option to transfer if they can’t wholly commit themselves to the school purposes.

Have high expectation for teachers and students but don’t you expect 100 percent if you’re aren’t also willing to give the same. Tell teachers you want them the best teachers they possibly can be.

Use bureaucratic mechanism to support teachers, such as finding money for a project or providing time for collaborative planning during the workday. Protect teachers from the problems of limited time, excessive paper works and demands from other agencies.

APPLYING THIS TO STUDENT LEARNING AND DEVELOPMENT:

Transformational education leads to transformative education.

If transformational leadership anchors on peoples transformation, transformative education focuses on students learning transformation.

It aims to transform student to be a lifelong learners who are functionally literate capable of undoing misconceptions.

EDUCATIONAL LEADER CAN EMPLOY TRANSFORMATIVE EDUCATION THRU:

Lower the affective filter that circles around the learning environment.

Utilize differentiation. Design respectful task that will be suited for various kind of learner.

Apply the greatest rule of responsibility paradigm.

Transactional Leadership Transformational Leadership

approaches followers with an eye to exchanging one thing for another … Burns

“recognizes and exploits an existing need or demand of a potential follower… (and) looks for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the follower” … Burns

pursues a cost benefit, economic exchange to met subordinates current material and psychic needs in return for “contracted” services rendered by the subordinate …. Bass

The leader who recognizes the transactional needs in potential followers “but tends to go further, seeking to arouse and satisfy higher needs, to engage the full person of the follower … to a higher level of need according to Maslow’s hierarchy of needs” … Bass

Transactional Leadership Transformational Leadership

* Leaders are aware of the link between the effort and reward* Leadership is responsive and its basic orientation is dealing with present issues* Leaders rely on standard forms of inducement, reward, punishment and sanction to control followers

Leaders arouse emotions in their followers which motivates them to act beyond the framework of what may be described as exchange relations* Leadership is proactive and forms new expectations in followers*

Transactional Leadership Transformational Leadership

Leaders motivate followers by setting goals and promising rewards for desired performance* Leadership depends on the leader’s power to reinforce subordinates for their successful completion of the bargain.

Leaders are distinguished by their capacity to inspire and provide individualized consideration, intellectual stimulation and idealized influence to their followers* Leaders create learning opportunities for their followers and stimulate followers to solve problems* Leaders possess good visioning, rhetorical and management skills, to develop strong emotional bonds with followers* Leaders motivate followers to work for goals that go beyond self-interest.

SUMMARY OF THE TRANSFORMATIONAL LEADERSHIP

Clear sense of purpose, expressed simply     Value driven (e.g. have core values and

congruent behavior)     Strong role model     High expectations     Persistent     Self-knowing     Perpetual desire for learning     Love work     Life-long learners     Identify themselves as change agents   

SUMMARY OF THE TRANSFORMATIONAL LEADERSHIP   Enthusiastic     Able to attract and inspire others     Strategic     Effective communicator     Emotionally mature     Courageous     Risk-taking     Risk-sharing     Visionary     Unwilling to believe in failure     Sense of public need     Considerate of the personal needs of employee     Listens to all viewpoints to develop spirit of cooperation     Mentoring     Able to deal with complexity, uncertainty and ambiguity

THANK YOU CBSUA FOR LISTENING!!!!!!

Ernie Avila