Red And White Professional Development And Training Presentation.pptx

Organizational Leadership and School Administrator Presentation

1. Organizational Leadership and School Administrator EDUC 509 Administrative Behavior in Education BERNADETTE SALVIEJO BALISCAO Discussant

2. Introduction EDUC 509 Administrative Behavior in Education Organizational leadership refers to the process of leading an organization to achieve its goals through vision, strategy, and effective management. School administration involves overseeing the operations of a school, ensuring it runs smoothly and effectively to provide quality education.

3. Importance of Organizational Leadership EDUC 509 Administrative Behavior in Education Effective leadership in schools can lead to improved academic performance, better student behavior, and a positive school culture. Good leaders can inspire and motivate teachers, staff, and students, leading to higher levels of engagement and achievement. Leadership sets the tone for ethical conduct and integrity within the school, ensuring transparency, fairness, and accountability in decision-making and actions.

4. Leadership Roles Principals Superintendents Department heads in schools EDUC 509 Administrative Behavior in Education Leadership roles involve guiding and influencing others to achieve common goals. They are responsible for setting visions, making decisions, and guiding their schools toward achieving educational goals.

5. Leadership in Sociopolitical Groups Political leaders Activists Community organizers EDUC 509 Administrative Behavior in Education Leadership in sociopolitical groups involves guiding movements or organizations that influence social and political issues.

6. Leadership and Gender EDUC 509 Administrative Behavior in Education Exploration of how gender influences leadership styles and opportunities. Diverse leadership teams can lead to better decision-making and innovation. What is your opinion about women leadership in school? Gender bias, stereotypes, and the glass ceiling. Challenges: Benefits of Diversity: Overview:

7. Leadership Styles EDUC 509 Administrative Behavior in Education Each leadership style serves distinct objectives, ranging from maintaining order and efficiency to fostering collaboration, innovation, accountability, and holistic development within the school community.

8. Leadership Styles EDUC 509 Administrative Behavior in Education Autocratic: Leaders make decisions without input from others, effective in crisis situations but can lead to lower morale.

9. Leadership Styles EDUC 509 Administrative Behavior in Education Democratic: Leaders involve team members in decision-making, fostering collaboration and higher satisfaction.

10. Leadership Styles EDUC 509 Administrative Behavior in Education Laissez-faire: Leaders provide minimal direction, allowing high autonomy, effective with highly skilled teams.

11. Leadership Styles EDUC 509 Administrative Behavior in Education Transformational: Leaders inspire and motivate, fostering a positive and progressive work environment.

12. Leadership Styles EDUC 509 Administrative Behavior in Education Transactional: The leader sets clear rules and expectations. They reward students and teachers for meeting goals and enforce consequences for breaking rules.

13. Leadership Styles EDUC 509 Administrative Behavior in Education Servant: The leader puts the needs of students and staff first. They support and guide others to help them succeed.

14. Contingency Theory of Leadership EDUC 509 Administrative Behavior in Education Developed by Fred Fiedler, this theory posits that there is no one best way to lead; effectiveness depends on the situation. Leadership style should be matched to the level of task structure, leader-member relations, and the leader's position power.

15. Contingency Theory of Leadership EDUC 509 Administrative Behavior in Education Leader – member relations refers to the extent to which the group trusts the leader and willingly follows her directions . Task structure refers to the degree to which the task is clearly defined . Position power means the extent to which the leader has official power to influence others.

16. Cognitive Resource Theory EDUC 509 Administrative Behavior in Education Overview: The effectiveness of a leader’s decision-making depends on cognitive resources (intelligence, expertise) and stress levels.

17. Cognitive Resource Theory EDUC 509 Administrative Behavior in Education Developed by Fred Fiedler and Joe Garcia, this theory suggests that the cognitive abilities of a leader are more effective in low-stress situations, whereas experience and directive behavior are more effective under high stress.

18. Cognitive Resource Theory EDUC 509 Administrative Behavior in Education Key Points: Leaders with higher cognitive resources perform better under low stress; under high stress, experience and directive behavior become more important.

19. Cognitive Resource Theory EDUC 509 Administrative Behavior in Education Application in Schools: Utilizing expertise effectively in different stress situations, such as crisis management versus routine operations.

20. Cognitive Resource Theory EDUC 509 Administrative Behavior in Education In educational settings, this means leveraging the expertise of school leaders during routine periods and relying on experienced, directive leadership during crises.

21. Path-Goal Theory of Leadership: A Cognitive Theory EDUC 509 Administrative Behavior in Education Leaders adapt their behavior to help followers achieve their goals, enhancing motivation and satisfaction. Directive, supportive, participative, achievement-oriented. Tailoring leadership approaches to meet the needs of teachers and students, ensuring clarity in goals and support. Overview: Leader Behaviors: Application in Schools: Developed by Robert House.

22. Thanks for your time and attention EDUC 509 Administrative Behavior in Education "Leadership is not about titles, positions, or flowcharts. It is about one life influencing another." - John C. Maxwell GOD BLESS LEADERS! TO GOD BE THE GLORY!