Principles of Educational Leadership

Principles of Educational Leadership

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. Dante Discussant: Ms. Ma. Alone T.

Adulating 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 verbal and 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 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.

The primary function of the curriculum is to minister to the needs of living in the community. 2. The materials of instruction must be drawn from community life and its environment. 3. The curriculum should preserve and develop only those elements of the social heritage that are vital to the realization of the people’s ideals. 4. The curriculum should train the individual for intelligent participation in the school and in economic, and political life of the community, the province, the nation, and the world. 5. The characteristics of growth and development of Filipino children must be determined and used in grading and organizing the curriculum. 6.

The curriculum should be organized on a broader and more functional basis. The trend is definitely toward the organization of the curriculum on broader units, themes, problems, etc. . The local school people- the teacher, principal, supervisor, and the superintendent- must be given increasing freedom and latitude in developing the curriculum. 8. In every phase of curriculum and in every stage of its development, the ideals of democracy must be preserved. 9. Curriculum development should be a group enterprise in which the teacher, school administrator, supervisor, curriculum expert, and layman make contributions. 10. The curriculum should be centered in a study of community structure, processes, and problems.

General Principles of Curriculum Improvement (Premier and Hahn) 1 . Curriculum improvement efforts must be comprehensive. 2. Curriculum improvement efforts must be systematic. 3. Curriculum improvement efforts must be democratic. Bibliography Andrea, Atoms Squinting D. And Francisco Blizzard Y. Curriculum Development in the Philippine Setting. Zoon City: National Book Store, Inc. 1989 Aquinas, Guidance V. Curriculum Planning for Better Schools. Guenon City: Rexes Printing Company, Inc. , 2000 http://emmer. Sneer. Munch. Due/plan-an-evaluation/evaluation-what-it-and-why- do-it http://us. Reactors. Com/facts/facets/putting-your-goals-into-action