The teacher and the

Community
School…
• where you go between when your parents can't take you and industry can't take you"
(John Updike)
• an institution designed for the teaching of students (or "pupils") under the direction of
• teachers
• social institute where consciously designed learning experiences are provided with
the objectives of achieving social aim at large, over a period of time
• vital sources of knowledge and innovations; contributor to economic development;
agent of social and cultural development; develops the manpower needs of the
society
• a dynamic social organization that develops every learner for various social roles
Community…
• a group of people living in the same place or having a particular
characteristic in common
• practicing common ownership
• particular area
• common interests
• social values and responsibilities
• attitudes and interests
School and Community…
• Community is a part of the society and education is the counterpart of both.
• School as a subsystem of the larger system of the society has to
functionally coordinate with its immediate environment, the community in
which it is situated.
• mainsprings of effective and powerful forces that can create wholesome
climate for mutual gains and betterment
• can forge a kind of partnership where both are willing to share information
as well as responsibilities to the best interest of the children while in
school; likewise, when dealing with members of the community
• 
The Community of the Teacher
  The teacher has two communities:
• Teaching Community…consists of his/her fellow teachers, colleagues,
superiors and  learners

• Community Outside the School…includes the parents of his/her

learners, local officials,  alumni/alumnae and other members of the
society in which the school is located
• The teacher is an architect of any future generation. Assuming the
responsibility of a teacher, he/she has to be competent, morally upright
and knowledgeable. His/her life in neither confined in the four corners
of the classroom nor limited inside the school campus for a teacher is
an active leader in the community. He/she is not just an educator of
curriculum but also a community member who has to build the
community by sharing who he/she is with his/her learners.

•    As part of the community, he/she plays an important role in the

development of people and communities. He/she always takes
leadership roles in his/her community especially in activities and
projects related to education and welfare of young children.
 Sectors within the society where the services of the teacher are needed:
AREAS of…
agriculture                  commerce              culture               social welfare
sanitation and health            tourism and hospitality
governance
1. School and Community Partnerships

     Partnership implies two parties assisting each other; thus, benefits both.  This means that if a school-community
partnership exists, both parties will benefit from the relationship.

•           The following are the groups and agents involved in the dynamics of the relationship between school and
community:
• School Administration
• Teachers
• Students
• Governing Bodies
• Non-teaching Staff
• Parents
• School Board
• School…
• where you go between when your parents can't take you and industry can't take you"
(John Updike)
• an institution designed for the teaching of students (or "pupils") under the direction of
• teachers
• social institute where consciously designed learning experiences are provided with the
objectives of achieving social aim at large, over a period of time
• vital sources of knowledge and innovations; contributor to economic development;
agent of social and cultural development; develops the manpower needs of the society
• a dynamic social organization that develops every learner for various social roles
• 
What can the Community Do for Schools?
• Brigada Eskwela: This program engages all education stakeholders to contribute
their
•           time, effort and resources in ensuring that public school facilities are set in
time for the forthcoming school opening. This is a school maintenance program
that has been institutionalized since 2009 through DepEd Order no. 100.
• Curriculum Development: This can mean use of community resources for
learning like    museum, elders of the community as key informants in research or
resource persons in the study of local history.
• Work Experience Program: Business establishments and offices in the community
can  serve as training ground for learners. A concrete example of the Work
Immersion required of Senior High School students. In this work immersion,
students are given the opportunity to work in relevant establishments or offices in
the community to help develop the competencies, work ethics and values relevant
to pursuing further education and/or joining the workforce.
• Remediation and Enrichment Classes: Parents, teachers and even those
retired teachers may involve themselves in the School Reading
remediation and Learning Enrichment Programs.
• Youth Development Programs: The young may involve themselves in
youth development programs and develop their skills and talents, learn
how to deal positively with peers and adults and serve as resources in
their communities.

• Community Service: Involvement in tutorial programs, community

reforestation program, clean up drive, assisting medical-dental
mission, planning local celebrations (school heads), managing
programs, projects and activities (teachers), school band playing in
fiesta parade.
What Can Schools Do for the Community?
DepEd Primer on School Community Partnership enumerated some concrete examples
of allowing the community to use school resources. These are the following:
• classroom used by community organizations for meetings
• school used as a polling place and venue for medical mission (co-sponsored with Rural
Health Unit or private institutions)
• school used by Rural Health Unit for mothers’ class on child care
• school used as an evacuation center
• school facilities used for community assemblies
• school basketball court used for local celebrations and barangay sports league
• schools conduct livelihood skills-training programs for parents and out-of-school
youths by using school resources
• livelihood skills-training for ;parents and out-of-school youths by teachers themselves
Benefits of School-Community Partnership…
• the school can fulfill what curriculum requires and may improve on
their curriculum based on community feedback
• enables the students to undergo hands-on work experience
• community establishments contribute to the formation of graduates
who are more ready for life and equipped for the world of work
• community establishments and any world of work are the beneficiaries
of the graduates who have been made prepared through work
immersion
• Impact of Partnership:
• upgraded school facilities
• improved school leadership and staffing
• higher quality learning programs for students
• new resources and programs to improve teaching and curriculum
• resources for after-school programs and family supports
• increased social and political capital of participants

  An effective method of promoting education and ensuring school support is

involving the community in school activities. By inviting community members to
join in school festivities, the school administration can improve the overall
satisfaction of the student body, increase the effectiveness of the education and raise
the likelihood that the school will continue to be supported by the community.
[Link] Bases for Parents and Community Involvement
• R.A. 9155, Otherwise Known as Governance of Basic Education Act, Section (E)
          (10)…”Establishing school and community networks and encouraging the active
participation of teachers organizations, non-academic personnel of public schools and parents-
teachers-community associations”.

• R.A. 9155, Otherwise Known as Governance of Basic Education Act, Section 3

•    (f)…”encourage local initiatives for the improvement of schools and learning centers and to
provide the means by which these improvements may be achieved and sustained”
• R.A. 9155…states that partnership between school and community also ensures…that:
      1) educational programs, projects and services take into account the interest of all members of
the community (Section 3, d);
  2) the schools and learning centers reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the flexibility to serve the needs of all learners
(Section 3, e);
       3) local initiatives for the improvement of schools and learning centers are encouraged and the
means by which these improvements may be achieved and sustained are provided (Section 3, f)
• Batas Pambansa Blg. 232, Otherwise Known as the “Education Act of 1982, Section

         ”Every educational institution shall provide for the establishment of appropriate
bodies through which the members of the educational community may discuss relevant
issues and communicate information and suggestions for assistance and support of the
school and for the promotion of their common interest. Representatives from each
subgroup of the educational community shall sit and participate in these bodies, the
rules and procedures of which must be approved by them and duly published.”

• R.A. 8525, Adopt-A-School Program Act, Section 3…”Private entities to assist a

public
•           school, whether elementary, secondary or tertiary,…in, but not limited to, the
following areas: staff and faculty development for training and further education;
construction of facilities; upgrading of existing facilities, provision of books,
publications and other instructional materials; and modernization of instructional
technologies”
• R.A. 10410, Otherwise Known as “Early Years Act (EYA) of 2013” Section 7 (c)… 
      ”Families and communities shall support the local ECCD programs by participating in
various community-based projects such as, but not limited to, health, nutrition, social
development and early childhood education projects for the overall development of their
children from age zero (0) to four (4) years.”
• DepEd Order No. 23, series of 2016 Enclosure No. 2. 3) Parent-teacher conferences
         shall be conducted every quarter and shall be held on a Saturday,…The conference is
intended to apprise the PARENTS on the progress of performance of their children and
ensure parental involvement in school activities.
• Philippine Education for All (EFA) 2015 Plan… a vision and a holistic program of
•           reforms that aimed to improve the quality of basic education for every Filipino by
end 2015; states: “Schools shall continue to harness local resources and facilitate
involvement of every sector of the community in the school improvement process.”
• Education for All Beyond 2015-Agenda 2030…has seven new educational
targets from
•           2015 to 2030 that must involve education stakeholders which in
essence is school-community partnership
• Article 77 of the “The Child and Youth Welfare Code…” Parent-Teacher
Associations-
•          “Every elementary and secondary school shall organize a parent-
teacher association for the purpose of providing a forum for the discussion
of problems and their situations, relating to the total school program, and
for insuring the full cooperation of parent in the efficient implementation of
such program…All parents who have children enrolled in a school are
encouraged to be active members of its PTA and to comply with whatever
obligations and responsibilities such membership entails.”
[Link] Basis of School-Community Partnership
Functionalist Theory… institutions must perform their respective
functions for the solidarity and stability of society; Other institutions
must come in if one institution fails to do its part for the sake of the
society.                   
 …posits that an institution only exists because it performs a
significant role in the functioning of a society; if it no longer performs a
role, an institution will break down
          … “organs” that work toward the proper functioning of the
“body” as a whole” (Herbert Spenser)
                           …a school cannot do it all; thus, it has to work hand in
hand with other institutions in the community (church, government and
non-government organizations, industry)             
[Link] of Teacher in the Community and Community Development
• backbone of the educational system
• change agent in the community
• change agent in the school
• participation in the community programs, projects and activities
• establishing linkage among stakeholders
• well-resourced to be able to satisfy fully the needs of students and
society
• affects the lives of students and society (what affects the school also
affects the community and vice versa)
•  identify a pressing issue in the area
• give some enlightenment to society
1. Responsibilities of Teachers in the Community
• a mentor who should guide students through the thorns of education
• play a key role in the growth of the society
• help shape the mindset of the nation.
• manifest personal responsibility in playing the significant role in the students’ life and education
• act as the pivot for the transmission of intellectual traditions and technical skills from generation to
generation
• help to keep the lamp of civilization burning
• mold the mind of the child
• produce a race of patriotic men and women who would religiously place the country above the
community and national gain above communal advantage
• acquire professionalism and ethics and abide by their own moral code and that of their school,
while maintaining a commitment to confidentiality between students, colleagues and the
community
[Link] of Teachers in the Community

• Getting students’ families involved in school activities: A family that is involved

will    remain involved as long as the students are in the school. Family members will be
encouraged to assist in the school activities that involve their child/children.
• Work with local municipality or barangays to set up mentoring programs for the members
of the community: literacy program/activities for children having difficulties in school
subjects; serving as coaches to sports events; teaching/directing cultural presentations
• Working with local churches: serving as commentators/lectors/liturgist during
  mass/worship services, facilitating bible studies and prayer meetings
• Hosting activities for members of the community to participate: garage sale, baking  
session, physical fitness etc. 
• Building a network of communication: using web pages or email to communicate with parents,
students and local/barangay officials; posting calendar of activities, assignments, procedures, rules,
etc. in facebook, twitter, instagram; newsletters, positive notes and invitations to the classroom to
visit or volunteer will encourage parents to actively involved with their child/children

• Active participation and involvement in community organizations: involvement of the   teacher in

the leadership of the community organizations can help transform the lives of students and the
community

• Taking leadership roles for current political events affecting their lives, schools and   communities:
participation during election as chairman, poll clerks,
• Establishing collaboration, linkages and networking activities: international, national or     local
organizations in the community for mutual benefits and assistance
[Link] and Professional Behavior of Teachers in the Community
          Teachers are part of the community and to be a part of the community, this will
mean participating in the life of the community. How should teachers manifest ethical
and professional behaviour? Article III of the Code of Ethics for Professional Teachers
provides the professional and ethical standards teachers should embrace as part of the
community.
• Teacher as Facilitator of Learning
   “The teacher is a facilitator of learning and the development of the youth…therefore
shall render the best service by providing an environment conducive for such learning
and growth.”
       As a professional teacher, he/she has to facilitate learning or make learning easier by
simplifying the complex and concretizing the abstract. Learning is a difficult task and is
made easier when a teacher can make the dry lesson interesting, exciting and enjoyable.
It is ethical that a teacher can make learning easier, simple and concrete. Furthermore, to
facilitate learning, a conducive environment is necessary for learners learn best in a
pleasant environment (caring teacher, bullying has no place, no competition).
• 
• Teacher Leadership and Initiative for Community Participation
          As a professional teacher, he/she does not live in an ivory tower, meaning, he/she is
not supposed to be removed nor aloof from community life. Schools are the heart of
communities and as a professional teacher, he /she is expected to be “be-in-the-world and to
be-in-the-world-with-others and for others” (Heidegger)
 
     As a professional teacher, he/she must not wait for the community to ask for help for as
“an intellectual leader in the community, he/she has to welcome the opportunity to provide
leadership when needed, to extend counselling services and to be involved in matters
affecting the welfare of the people” (Article 3, Section 6-Code of Ethics for Professional
Teachers). He/she ought to take the initiative to offer help for the improvement of the
community.

   Teachers, as they participate in community affairs prove that they “are the most
responsible and most important members of the society because their professional efforts
affect the fate of the earth.”
Professional Teacher with Honor and Dignity
•           “The influence of a good teacher can never be erased” but the influence of a
dishonorable teacher is as lasting. Thus, Section 7 of Article III of the Code of
Ethics provides: “Every teacher shall merit reasonable social recognition for which
purpose, he shall behave with honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness and other excesses much less illicit
relations.”
       
•      Society expects so much of teachers that when they fail to live up to the
challenge to behave or model good behaviour, they are “condemned without trial!”
Society seems to expect much more from professional teachers than from any other
professional and so, look at teachers with scrutinizing eyes.
• Teacher’s Attitude Toward Local Customs and Traditions
•        The professional teacher is neither ethnocentric nor xenocentric.
He/she ethnocentric and so does not look down on community’s
culture because of the thought that his/her culture is superior to the
culture of the community. Neither is he/she xenocentric and so looks
at his/her culture as inferior in to other community’s culture. 
Therefore, the professional teacher should live with the community,
exert effort to understand their local customs and traditions and
consequently appreciate the same. No culture is perfect; however,
what a teacher should pass on are the positive aspects of the culture
and purify those negative aspects by pointing them out tactfully and
sincerely.
REVISITING TAGALOG COURTSHIP THROUGH DELECTABLE
NILUPAK: A GASTRONOMIC STUDY

A Basic Research in Cultural Studies

and Gastronomy
  
“Courtship is the best part of girl’s romance and love
life.” This is the reason why there have been a lot of
rituals involved in the earlier courting practices. Thus in
those times, before they get married they are able to
enjoy the labors of a suitor of her love even if it takes a
year or more of courtship. The kind of rigorous courtship
practice that is well supervised by the guardians is
different from the west one of these differences is dating.
Modern courtship in the Philippines is like a tag line of an
online shop, [Link]- “Hanap, Usap, Deal.” Group dating
and online dating are popular forms of finding a potential
partner.
CULTURAL RETROSPECTIVE OF SPOUSE
SWAPPING OF GADDANG
PRINCESS URDUJA: A SYMBOLIC SUBVERSION AND
REFLECTION OF 21st CENTURY FILIPINA

Gender Studies, Historical and Sociological Research

“Response of Social Science on the
Challenges of Physical and Human
Dynamics of Geographic
Communities”
ISLA MURADA: The Walled Island of Polilio,
Quezon
272 years- Casa Ordoveza in
Majyajay, Laguna
 Historical Significance
and Cultural Influence of
Comedia from
Hispanic to Contemporary
Era
The Professional Teacher and Information Update
•           Article III, section 5 of the Code states that the teacher “shall help the
school inform the community about the school’s work, accomplishments,
needs and problems.” Stakeholders (internal and external) should be
informed of these school works, accomplishments, needs and  problems
because the school is there for the community; so the community has the
right to be informed about these aspects. Being informed will give them a
sense of ownership which will lead them to participate more actively in the
school works, programs, projects  and activities.
• 
• The Professional Teacher and Government Officials and Other
Professionals
       A professional teacher cannot afford not to be in pleasant relations with
others especially those with whom he/she works with like other professional
teachers. It is always best to be in good terms with everyone else (individually or
collectively) in the community.  (Section 7, Article III of the Code of Ethics)

• “As far as possible, without surrender, be on good terms with all persons,
Speak your truth quietly and clearly; and listen to others, even to the dull
 and the ignorant; they too have their story.” (Desiderata, Max Ehrmann)
• 
• The Professional Teacher Does Not Use Position to Proselyte
      To be in a position means to have power or influence for a purpose;
for you to use that position to perform your job as a professional
teacher. It is highly unprofessional for a teacher to use his/her position
of influence to proselyte (convert).  Section 8 of Article III, provides: “A
teacher possesses freedom to attend church and worship as appropriate,
but shall not use his position and influence to proselyte others.”
ORGANIZATIONAL
LEADERSHIP
Learning Guide Questions:
[Link] is organizational leadership? Educational
leadership?
[Link] does leadership differ with management?
[Link] are the attributes of a good educational leader?
[Link] are you going to differentiate the different
leadership styles?
[Link] are the leadership theories?
[Link] can leaders sustain change in an organization?
Strength

Wealth
Intelligence Technology
You are a  teacher and a classroom manager!    
    Expected of professional teachers who care for and embark on
continuing professional development is a promotion along the way.
With this in mind, the discussion of an effective leader and manager for
which you will be in the future should not be set aside. But should you
refuse offer for a managerial or leadership position in school or in the 
bigger educational organization because of the love for teaching and
learners, this lesson on organizational leadership won’t be laid to waste
because even as a teacher, you are already a leader and a manager. You
are a teacher and a classroom manager.  
 Organization

 an assembly of people working together to achieve common objectives through division of labor
 group of people intentionally organized to accomplish an overall, common goal or set goals
which have major subsystems that functions with other subsystems in order to achieve the
overall goal of the organization (McNamara, n.d.)
 encompasses division of work among members of the organization and alignment of tasks
towards the ultimate goal of the organization
 the process of identifying and grouping work to be performed, defining and delegating
responsibility and authority and establishing relationships for the purpose of enabling people
to work most effectively together in accomplishing objectives
I.
ORGANIZATIONAL LEADERSHIP
and
EDUCATIONAL LEADERSHIP
 Organizational Theories
1. Scientific Management Approach
Frederick Winslow Taylor – primary contributor
• based on idea of systematization where attempts were made to
enhance efficiency of procedures to be best via scientific analyses and
experiments (Lagaard, 2006)
• based on the concept of planning of work to achieve efficiency,
standardization, specialization and simplification that promotes
mutual trust between the management and workers in order to
increase productivity (Organizational Theory, n.d.)
2. Administrative Theory
Henri Fayol – developed this approach
• in the form of the management’s hierarchical pyramid structure which is considered as
top down approach and its focus is on administrative process rather than technical
processes
• known as the 14 principles of management; considered as the underlying factors for
successful management such as: 1) Division of Work; 2) Authority and
Responsibility; 3) Discipline; 4) Unity of Command; 5) Unity of Direction; 6)
Subordinate of Individual Interest; 7) Remuneration; 8) The Degree of
Centralization; 9) Scalar Chain; 10) Order; 11) Equity; 12) Stability of Tenure of
Personnel; 13) Initiative; and 14) Esprit de Corps
 MANAGEMENT ELEMENTS

1. Forecasting and Planning

2. Organizing
3. Commanding
4. Coordinating
5. Controlling
3. Bureaucratic Theory
Max Weber – developed this approach
• believed that the most efficient way to set up an organization is through
bureaucracy which is way better than the traditional structure
• Bureaucracy is an organizational structure that is characterized by many
rules, standardized process, procedures and requirements, number of
desks, meticulous division of labor and responsibility, clear hierarchies
and professional, almost impersonal interaction between emplyees.
(Mulder, 2017)
• salient features: task specialization, hierarchical authority, formal
selection, rules and requirements, impersonal, career orientation
 Organizational Leadership

 It is an integrated discipline including leadership styles, motivation,

communication and change management.
 In organizational leadership, leaders help set strategic goals for the
organization while motivating individuals within the organization to
successfully carry out assignments in order to realize those goals.
 Organizational leadership works towards what is best for individual
members and what is best for the organization as a group at the same
time.
 Organizational leadership does not sacrifice the individual members for the
sake of the people nor sacrifice the welfare of the group for the sake of
individual members.
 Organizational leadership is an attitude and a work ethic that empowers an
individual in any role to lead from the top, middle or bottom of an
organization.

In the school setting, the school leader helps set the goals/targets for the
school and motivates teachers, parents, learners, non-teaching personnel and
other members of the community to do their task to realize school goals.
 Educational Leadership

 a collaborate process that unites the talents and forces of teachers,

students and parents
 involves working with and guiding teachers toward improving educational
processes in elementary, secondary and postsecondary institutions
Functions of Educational Leadership
a. help interpret the meaning of events
b. create alignment on objectives and strategies
c. build mutual trust and cooperation
d. strengthen collective identity
e. build task commitment and optimism
f. encourage and facilitate collective learning
g. obtain necessary resources and support
h. organize and coordinate activities
i. develop and empower people
j. promote social justice and morality
II. Leadership vs. Management
LEADER

• A leader’s power comes from his/her ability to get buy-in from others.
Leaders use their influence to challenge the norms and guide innovation.
• As Drucker implies, leaders sometimes bend the rules to spur change.
Peter Drucker aptly puts it: “The only definition of a leader is someone
who has followers.
• To gain followers requires influence but doesn’t exclude the lack of
integrity in achieving this.”
MANAGER

• Managers ensure that employees conform to standards and adhere to

policies.
• They may sure that the goals of their leaders are carried out. They are
capable and responsible, but their contribution to organizations is
strictly by the book.
• “Managers are the people to whom this management task is assigned
and it is generally thought that they achieve the desired goals through
the key functions of planning and budgeting, organizing and staffing,
problem solving and controlling.
A school head must be both a leader and a manager
Attributes of a Good Educational Leader:
 Guiding Vision…
…knows what he/she wants to do
…has the strength of character to pursue the objectives in the face of opposition and in spite of failures
…establishes achievable goals
 Passion…
…believes passionately in their goals
…has a positive outlook on who they are, and loves what they do
…passion for life is a guiding star for others to follow
…radiate promise
 Integrity…
…knows who he/she is
…aware of his/her weaknesses
…only makes promises he/she can follow through on
VISION
What is a Vision?

All fortune 500 companies have a clear and well defined vision
that can be seen in all their establishments, hanged in the wall.
VISION Statement
To be the world's best quick service restaurant
experience. Being the best means providing
outstanding quality, service, cleanliness, and value,
so that we make every customer in every restaurant
smile.
VISION Statement
To bring inspiration and innovation to every athlete* in the world
VISION Statement
To be the company that best understands and satisfies the product,
service and self-fulfillment needs of women - globally.
VISION Statement
Helping People Around the World Eat and Live Better
VISION Statement
To make people happy.
VISION
Vision is a clear mental PICTURE of what could be, fueled by the
conviction that it should be.
Vision is a preferred future. A DESTINATION.
Vision always stands in contrast to the world as it is.
Vision demands change. It implies movement.
VISION
Vision is a clear mental PICTURE of what could be, fueled by the
conviction that it should be.
Vision is a preferred future. A DESTINATION.
Vision always stands in contrast to the world as it is.
Vision demands change. It implies movement.
VISION
To have a vision without a task leaves you a visionary.
To have a task without vision is drudgery.
But a vision with task is leadership.

VISION + TASK= SUCCESS

 Passion…
…believes passionately in their goals
…has a positive outlook on who they are, and loves what they do
…passion for life is a guiding star for others to follow
…radiate promise
 Integrity…
…knows who he/she is
…aware of his/her weaknesses
…only makes promises he/she can follow through on
Attributes of a Good Educational Leader:
 Honesty…
…conveys an aura of honesty in both his/her professional and his/her personal life
 Trust…

…earn the trust of the followers and acts on behalf of the followers
 Curiosity…
…a learner
…wonders about every aspect of their change
…finds out what they need to know in order to pursue their goals
 Charisma…
…one attribute that is the most difficult to cultivate
…conveys maturity, respect for followers, compassion, a fine sense of humor and a love of
humanity
…The result is that leaders have the capability to motivate people to excel.
Attributes of a Good Educational Leader:
 Dedication…
…dedicated to his or her charge
…will work assiduously on behalf of those following
…gives himself/herself entirely to the task when it is necessary
 Risk Taker…
…takes calculated risks when necessary to achieve their objectives
…If a mistake is made, the effective leader will learn from the mistake
and use it as an opportunity to explore other avenues.
 Listener…
…Leaders listen! This is the most important attribute of all, listen to your
followers.
Types of Skills Demanded of Leaders:
 
 Technical Skills…any type of process or technique like sending e-mail,
preparing
powerpoint presentation
 Human Skills…the ability to work effectively with people and to build
teamwork; also
referred to as people skills or soft skills
 Conceptual Skills…the ability to think in terms of models, frameworks and
broad
relationships such as long range plans
 Methods of Leadership

o
Coercive… lowest grade of leadership; tells subordinate
to “do this or else. . .”
o Leadership by Assignment... leader gives definite
assignments and responsibilities to his/her subordinates
and expects them to do what has been assigned
 Methods of Leadership

o Leadership by Teaching and Explaining… leader takes pain in

teaching and explaining to the group what is to be done and what
he/she expects from them
o Leadership by Inspiring and Molding Ideas… leader inspires the
team through his/her actions and words to believe in a common
vision; encourages the subordinates’ commitment and engagement
 Leadership Theories

 Trait Theory… considers personality, social, physical and

intellectual traits to differentiate leaders from non-leaders
 Behavioral Theory… proposing that specific behaviors
differentiate leaders from non- leaders
 Situational Leadership Theory…theory that focuses on followers’
readiness and willingness
• Path-Goal Theory…It is the leader’s job to assist followers in attaining their
goals and to provide them the necessary direction and/or support to ensure
that their goals are compatible with the overall objectives of the group or
organization.
 Contingency Theory…effective groups depend on a proper match between a
leader’s style of interacting with subordinates and the degree to which the
situation gives control and influence to the leader
 Leader-Participation Model…leadership theory that provides a set of rules
to determine the form and amount of participative decision making in
different situations
• Leader-Member Exchange Theory… Leaders create in-
groups and out-groups, and subordinates with in-group
status will have higher performance ratings, less turnover,
and greater job satisfaction.
 Attribution Theory… idea that leadership is merely an
attribution that people make about other individuals like
intelligent, outgoing, have strong verbal skills, aggressive,
understanding, and industrious
Thank you for listening and
participation!