1. Leadership
Ruth B. Ascuna
MAEd – Educational
Management

2. Leadership
• Is the process of influencing group
activities beyond expectations.

3. • Influencing, guiding in
direction, course, action, and
opinion.

4. • effective influence

5. •Building cohesive and
goal-oriented teams.

6. •Persuading others to
sublimate their own self
interests and adopt the goals
of a group as their own.

7. •Is persuading other people to set
aside their individual concerns and to
pursue a common goal that is
important for the welfare of a group.

8. Warren Bennis and Burt Nanus
“ A manager does
the thing right; a
leader does the
right thing.”

10. Effective leaders, according to Peter
Ducker, do not make many decisions.

13. Successful Influential People
John Kennedy
Martin Luther King, Jr.
Lee Iacocca
Vince Lombardi

14. SuperintendentS
forced into managerial stances in
order to get the job done and abide
by board policies.
Are organizational people and are
not high-profile.

15. Leadership is a relationship
between two or more people in
which influence and power are
unevenly distributed.

16. Two important concepts:

17. The second concept is…..
Leaders do not exist in
isolation.
Leadership implies that
followers must consent to
being influenced.

18. Chester Barnard noted…

20. A school administrator, to be a
true leader, must…

23. Stogdill Five traitS and SkillS oF
leaderS Compared with nonleaderS
1.Capacity
- Intelligence
- Alertness
- Verbal facility
- Originality
- judgment

24. 2. Achievement
- scholarship
- knowledge
- athletic
- accomplishment

25. 3. Responsibilty
•Dependability
•Initiative
•Persistence
•Aggressiveness
•Self-confidence
•Desire to excel

26. 4. Participation
Activity
Sociability
Cooperation
Adaptability
Humor

27. 5. Status
- socioeconomic position
- popularity

30. traitS oF eFFeCtive leaderS

32. traitS and SkillS aSSoCiated with
SuCCeSSFul leaderS

33. traitS and SkillS aSSoCiated with
SuCCeSSFul leaderS

34. leaderShip Behavior
Another way of understanding
leadership is to compare the
behaviors of effective and ineffective
leaders to see how successful
leaders behave.
The focus shift trying to determine
what effective leaders are trying to
determine what effective leaders do.

35. 1. Authoritative Leadership
Leaders are very
directive and allowed no
participations in decision.

36. 2.Democratic Leadership
Leaders encouraged group
discussion and decision
making.

37. 3. Laissez-faire Leadership
Leaders gave complete
freedom to the group and let it
up to subordinates to make
individual decisions on their
own.

38. diFFerenCeS in leader
Behavior Style aS identiFied
By the iowa reSearCherS
Table 5_3

39. Contingency Approaches to
Leadership
approaches that seek to delineate
the characteristics of situations and
followers and examine the
leadership styles that can be used
effectively.

40. According to Contingency
Theory
Effective leadership depends on the
interaction of the leader’s personal
traits, the leader’s behavior, and
factors in the leadership situation.

41. The contingency approach is
based on the proposition that
effective leadership cannot be
explained by any one factor.
It proposes that all factors
must be considered in the
context of the situation in
which the leader must lead.

42. a model designed to
diagnose whether a leader is
task-oriented or relationship-
oriented and match leader
style to the situation.

43. Fiedler developed a unique
technique to measure
leadership style. Measurement
is obtained from scores on the
least preferred co-worker (LPC)
scale.
Table 5-5 Sample of Items from the LPC Scale

44. How can the leader’s LPC score be
interpreted?
Fiedler interprets a leader’s LPC score to
be a personality trait that reflects the
leader’s motivational system or
behavioral preferences. High LPC
leaders (those who perceive their least
preferred co-workers positively) have as
their basic goal the desire to maintain
close interpersonal relationships with
subordinates and behave in a
considerate and supportive manner
toward them.

45. If the leader reaches his goal….
He will be able to attain such
secondary goals as status and esteem.
In return, these leaders want their
subordinates to admire and recognize
them.

46. Low LPC leaders have a different
motivational structure:
 Task accomplishment is their primary
goal.
 Needs such as esteem and status are
fulfilled through the accomplishment of
tasks, not directly through relationships
with subordinates.

48. Situational Favorableness
The basic premise of Fiedler contingency
theory is that some situations high LPC
(relationship-motivated) leaders will be
more effective, whereas other
circumstances make it more likely that
low LPC (task-motivated) leaders will be
the most effective.

49. Fiedler concludes therefore…
That the relationship between
leadership style and effectiveness
depends on several factors in the
situation. These are leader-member
relations, task structure and position
power.

51. Path-Goal theory
• a contingency approach to leadership
in which the leader's responsibility is
to increase subordinates' motivation
by clarifying the behaviors necessary
for task accomplishment and rewards

52. • Is based on the expectancy theory of
motivation and emphasizes the leader’s
effect on subordinates’ goals and the
paths to achieve the goals.
• Leaders have influence over
subordinates’ ability to reach goals, the
rewards associated with reaching goals,
and the importance of goals.

53. Four Distinct Types of Leader
Behavior comprise House’s Path-
Goal Theory
• Directive Leadership
- a directive leader lets subordinates know what
is expected of them
- - provides specific guidance concerning what is
to be done and how to do it
- sets performance standards
- requests that subordinates follow standard
rules and regulations
- schedules and coordinates work
- explains his role as leader of the group.

54. • Supportive Leadership
- a supportive leader is friendly, approachable,
and concerned with the needs, status, and well-
being of subordinates.
- treats subordinates as equals and frequently
goes out of her way to make the work
environment more pleasant and enjoyable.

55. • Participative Leadership
- A participative leader consults with
subordinates concerning work-related matters,
solicits their opinions, and frequently attempts to
use subordinates’ ideas in making decisions.

56. • Achievement-oriented Leadership
- an achievement-oriented leader sets
challenging goals for subordinates,
emphasizes excellence in performance, and
shows confidence in subordinates’ ability to
achieve high standards of performance.