Educational Leadership

Ms. Maia M. Devela

Educational Leadership Differentiated To Educational Management

According to Sergiovanni (1980), the professional manager is likely to view his role as that one of who finds out what consumers want from the schools and who delivers educational services accordingly. The educational leadership, by contrast is very much concerned with the issues of purpose and direction. But neither is alone is sufficient educational administrator will need to bring to his work a vision of what ought to be and knowledge of the means to achieve these ideas.

Educational Leadership

MANAGER Carries out policy People who can deal with the dayto-day functions, activities, and routines. Shaping the structures and processes of the organization to produce desired results Supports the the state in which to provide people with stability and balance in workplace so that they can work on a relative comfort.

LEADER Formulates the policy He should have a sense of a vision or direction to cope with the future. They have commitment or vision (a larger view) and shape people and their commitment Translates action into a vision for the organization, creating change, and developing new policies.

EDUCATIONAL LEADER
It refers to each and every person occupying an administritative or supervisory position in the Philippine educational system

Who are the educational leaders?

Secretary and Undersecretaries of DepEd Regional Directors of DepEd School Division Superintendents & Assistants District & Area Supervisors

Who are the educational leaders?

School Principals & their Assistants Chaiman & Members of CHEd Presidents, Vice-Presidents, BOT/BOD of universities and colleges

The Major Functions of Supervision (Gregorio)

1. Inspection 2. Research
Spain outlines the steps and purposes in supervisory research as follows: To discover existing defects in the instruction To seek improved methods of correcting defects To formulate tentative plans to improve instruction To plan controlled experimental conditions

The Major Functions of Supervision (Gregorio)

Spain outlines the steps and purposes in supervisory research as follows: To measure results of experiments To formulate tentative objectives and standards To formulate a plan for the general use of method To present the plan to district supervisors for criticism, suggestion and approval.

The Major Functions of Supervision (Gregorio)

3. Training 4. Guidance
An abbreviated statement of a Coxs principles of supervision of creative teaching are given be Ayer as follows: Supervision for creative teaching helps teachers in setting up and achieving their own teaching objectives. Supervision for creative teaching stimulates, guides and rewards worthwhile activities. The integration of the teachers personality is fundamental. Minor innovations and success deserve first consideration.

The Major Functions of Supervision (Gregorio)

An abbreviated statement of a Coxs principles of supervision of creative teaching are given be Ayer as follows: Understanding and skill in creative teaching are achieved gradually and progressively Self-supervision is an inherent quality of the creative artist. The support and encouragement of creative teaching are potentially present among community groups and school officials. The creative teacher receives personal satisfaction and should be given wide recognition for creative teaching.

The Major Functions of Supervision (Gregorio)

5. Evaluation
Evaluation as a function of supervision serves many significant purposes as the following: Evaluation discovers the needs of the individuals being individuals being and familiarizes the teachers with pupilss needs and possibilities. Evaluation relates measurement to the goals of the instructional program. Evaluation serves as a guide for the selection of supervisory techniques Evaluation appraises the educational growth of the pupils which is the end-product of supervision.

The Major Functions of Supervision (Gregorio)

Evaluation appraises the quality of supervisory processes and the supervisors competence. Evaluation appraises the quality of the teaching process and the teachers competence. Evaluation aids teacher-pupil planning. Evaluation serves as a means of improving, school-community relations. Evaluation improves the selection and the use of guiding principles in supervision. Evaluation appraises the success of the instructional program in particular and of the supervisory program in general.

The Major Functions of Supervision (Gregorio)

Evaluation appraises the quality of supervisory processes and the supervisors competence. Evaluation appraises the quality of the teaching process and the teachers competence. Evaluation aids teacher-pupil planning. Evaluation serves as a means of improving, school-community relations. Evaluation improves the selection and the use of guiding principles in supervision. Evaluation appraises the success of the instructional program in particular and of the supervisory program in general.

Others Functions of Supervision

Bar, Burton and Brueckner give the following as the three major functions of supervision with the supervisory activities under each: 1. Studying the Teaching-Learning Situation
2. Improving the Teaching-Learning Situation 3. Evaluating the Means, Methods and Outcomes

Others Functions of Supervision

Crow and Crow give the following as important functions of supervision pertaining to teaching and learning: (Cited by Gregorio pp. 34-35) 1. The interpretation of educational objectives.
2. The study and improvement of the curriculum and materials of instruction. 3. The measurement of the individual pupils ability to learn. 4. The guidance of pupils toward improved study and in their work habits.

Others Functions of Supervision

Crow and Crow give the following as important functions of supervision pertaining to teaching and learning: (Cited by Gregorio pp. 34-35)
5. 6. 7. 8. The improvement of teaching techniques. The evaluation of educational outcomes. The critical study and improvement of supervising techniques. The stimulation of whatever creative ability may be inherent among the supervised.

Attaining Success in Educational Leadership

1. 2. 3. 4. 5. 6. 7. 8. Develop a vision of the quality of education you want to attain. Formulate goals and objectives for the attainment of your vision. Develop creativity and initiative. Be confident that you will succeed. Conduct Research Develop responsibility and dependability. Develop a good diary system. Do not put things off when they ought to be done now.

Attaining Success in Educational Leadership

9. Study hard the ins and outs of educational leadership. 10. Magnify your strong leadership traits. Some good leadership traits are: Good communication ability Helpfulness Respect for the dignity of the individual Giving appropriate rewards to good performance Rendering justifiable punishment

Attaining Success in Educational Leadership

Some good leadership traits are: Enthusiasm Being on time always Persistence Strong sense of values, and the like. Actions are more powerful than words.

Attaining Group Acceptance

1. 2. Most of all, apply good human relation skills. Be knowledgeable about the purposes of education and the ins and outs of running the educational system under his control and supervision. Be a hard worker. Interact freely with the members of the group. Be decisive. Be committed to the purpose of education or of the school you head.

3. 4. 5. 6.

Attaining Group Acceptance

7. 8. 9. 10. 11. Have a balanced attitude between being work oriented and being people oriented. Do not be too much bossy. Be as fair as possible in delegating responsibilities. Settle conflicts between or among others amicably as possible without any bias. Defend teachers who come under verbal attacks from parents of pupils.

Conclusion
The management of schools is concerned with the organizational arrangements which enable a school to function effectively.

Schools must not only have a sense of direction but must be able to articulate what it is to everyone who has a vested interest in the schools success.
Effective leadership tends to produce a positive atmosphere and a sense of security. Good schools have in common is effective leadership and a climate that is conducive to growth.

Thank you for listening!