The document discusses different styles of leadership including transformational leadership, transactional leadership, and instructional leadership. Transformational leadership inspires followers and motivates them to achieve higher goals. Transactional leadership involves an economic exchange where leaders provide rewards for services rendered. Instructional leadership focuses on student growth but may not support teacher development. The document also profiles several influential political and social leaders like Indira Gandhi, Benazir Bhutto, and Aung San Suu Kyi.

1. TRANSFORMATIONAL
LEADERSHIP

2. 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.

3.  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

4.  Aung San Su Kyi
Suu 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.

5. TRANSFORMATIONAL LEADERSHIP

6. 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.

7.  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.

8. 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.

9.  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.

10.  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.

11.  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.

12. 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.

13. 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.

14.  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.

15. EIGHT DIMENSIONS OF TRANSACTIONAL
LEADERSHIP
a. Building school vision
b. Establishing school goals
c. Providing intellectual stimulation
d. Offering individualized support
e. Modeling best practices and important
organizational value
f. Demonstrating high performance expectations
g. Creating productive school culture
h. Developing structure to foster participation in
school decisions.

16. 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”.

17. 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.

18.  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.

19.  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.

20.  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.

21.  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.

23.  Let the teachers experiment with new ideas.

24.  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.

26.  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.

27.  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.

29. 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.

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

31. 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.

32. Transactional Leadership Transformational Leadership
approaches followers with an eye “recognizes and exploits an
to exchanging one thing for existing need or demand of a
another … Burns 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 The leader who recognizes the
exchange to met subordinates transactional needs in potential
current material and psychic needs followers “but tends to go further,
in return for “contracted” services seeking to arouse and satisfy
rendered by the subordinate …. higher needs, to engage the full
Bass person of the follower … to a
higher level of need according to
Maslow’s hierarchy of needs” …
Bass

33. Transactional Leadership Transformational Leadership
* Leaders are aware of the link Leaders arouse emotions in their
between the effort and reward followers which motivates them to
* Leadership is responsive and its act beyond the framework of what
basic orientation is dealing with may be described as exchange
present issues relations
* Leaders rely on standard forms of * Leadership is proactive and
inducement, reward, punishment forms new expectations in
and sanction to control followers followers
*

34. Transactional Leadership Transformational Leadership
Leaders motivate followers by Leaders are distinguished by their
setting goals and promising capacity to inspire and provide
rewards for desired performance individualized consideration,
* Leadership depends on the intellectual stimulation and
leader’s power to reinforce idealized influence to their
subordinates for their successful followers
completion of the bargain. * 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.

35. 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


36. 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

37. THANK YOU CBSUA FOR
LISTENING!!!!!!
Ernie Avila