Republic of the Philippines Laguna State Polytechnic University San Pablo City Campus Del Remedied, San Pablo City Graduate Studies and Applied Research Subject: Cognate 209- Curriculum Development and Recent Trends Professor: Proof. Loran C. Dental Discussant: Ms. Ma. Loan T.
Demodulating Topics: Qualities and Characteristics of Leadership Principles of Educational Leadership Principles and Procedures for Developing Curriculum Improvement Leadership a process through which persons or groups intentionally influence others in the development and attainment of group or organizational goals; it includes ND nonverbal behavior, which are components of communication in the decision- making processes of individuals and groups”; and it is exercised “when an individual, group, or organization purposely affects the thoughts, feelings, or behavior of others in the formulation or achievement of common or compatible goals through coercion, influence, guidance, supervision, or consultation. (Newell, 1978, p. 222; also see stodgily, 1974, up. 7-16) Types of Leadership 1 .
Status Leadership- leadership associated with a particular position such as school superintendent, university president, principal, secretary, consultant, or road chairman. 2. Emergent Leadership- is often exercised by someone who holds no special position. For example, a special office or Job in a group may group member who does not hold any express a useful idea, ask a penetrating question, help the group to formulate a plan, or work behind the scenes and make useful suggestions to a status leader. Styles of Leadership One consequence of the studies by Lenin, Lippies, and White has been the considerable attention given three types of leadership: Types of Leadership I Decision-making function I 1 .
Autocratic Leadership- is sometimes subdivided to include the “hardboiled autocrat” or and – emphasizes production as opposed to human considerations and manner. I * In the leader. | 2. Laissez-fairer Leadership- the leadership function may be exercised in a haphazard fashion and tends to be ineffectual. * In the individual | 3. Democratic Leadership- the leadership process demonstrates respect for every member of the group, and leadership responsibilities are shared. I * In the group I Three Leadership Styles (According to a more recent conception of leadership): The Getters- Cuba- Thiele model of a social system (whether a single classroom, n entire school, or a community) provides a framework for understanding the three leadership styles below.
This model includes two dimensions:(l) an organizational or monotheistic dimension which concerns organizational decision- making or legislative action and (2) a personal or ideographic dimensions which concerns individual or idea aspect of organization. 1 . Monotheistic leadership-places emphasis upon the monotheistic or legislative aspect of leadership. This and style emphasizes organizational goals at the expense of individual needs motivations. 2. Ideographic leadership-this leadership style places emphasis upon the goals, ideas, and plans of that the organization will get its work done if all of the individuals. It assumes individuals in the organization are happy and productive. 3.
Transactional leadership- this is characterized by its awareness of both the monotheistic and the ideographic dimensions of organization and its integration of two. It continually analyzes the relation to both organizational and the individual needs and purposes. Leadership Traits Stodgily, in his book Handbook of Leadership (1974), reviewed studies conducted between 1948 and 1970 on leadership traits and made the following observations: A leader is characterized by 1 . A strong drive for responsibility and task competition 2. Vigor and persistence in the pursuit of goals 3. Venturesomely and originality in problem solving 4. Drive to exercise initiative in social situations 5. Elf- confidence and sense of personal identity 6. Willingness to accept consequences of decision and action 7. Readiness to absorb interpersonal stress 8. Willingness to tolerate frustration and delay 9. Ability to influence other persons’ behavior 10. Capacity to structure social interaction systems to the purpose at hand PRINCIPLES OF EDUCATIONAL LEADERSHIP costive change in educational policy and processes whereas educational leaders are trained to advance and improve educational systems or institutions. Educational leaders usually are employed as school principals or administrators but take on addition roles such as department chair or academic dean.
Principles of Educational Leadership (DRP. Lawrence C. Organ) 1 . Educational leadership is based on intelligence 2. Educational leadership is based on personal integrity 3. Educational leadership should be inconspicuous 4. Educational leadership should promote atmosphere informality 5. Educational leadership builds morale 6. Educational Leadership requires vision 7. Educational leadership requires the courage to face difficult tasks 8. Educational leadership employs the methods of democracy
