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Rebat Kumar Dhakal

7 August 2010
DEVELOPING TEACHER
Metropolitan Academy
Amar Singh Chowk
Pokhara, Nepal
A leader already sets the trail for others to follow.
Do not go where the path may lead, go instead
where there is no path and leave a trail.
- Ralph Waldo Emerson
A story of four people named Everybody,
Somebody, Anybody and Nobody
An important job had to be done.
Everybody was sure Somebody would do it.
Anybody could have done it but Nobody did it.
Somebody got angry about it because it was
Everybodys job.
Everybody thought Anybody could do it but
Nobody realized Everybody wouldnt do it.
It ended up Everybody blamed Somebody when
Nobody did what Anybody could have done.

Nine Dots
Thinking out of the box
Leadership Qualities
What three leadership qualities do you think
you possess?

Leaders
When the Master governs,
the people are hardly aware that he exists.
Next best is a leader who is loved.
Next, one who is feared.
The worst is one who is despised.

If you don't trust people,
you make them untrustworthy.
The Master doesn't talk, he acts.
When his work is done,
the people say, " Amazing;
we did it, all by ourselves!"

- Lao-tzu
Success of our organizations depends directly on effectively used human resources
Never tell people how to do things. Tell them what to do and
they will surprise you with their ingenuity.
What kind of School Leadership do you
have?
- Matthew
An effective leader is capable of inspiring and motivating
even the most inefficient employees to strive towards
attaining the goals of the organization.

Failing organizations are usually over-managed and
under-led.
Who is a Leader?
-A person who establishes vision,
sets goals, motivates people and
obtains their commitment to
achieve the goals and realize the
vision
-Leadership is the ability to
influence individuals or groups
toward the achievement of goals.

A Leader is . . .
Visionary
Creative
Flexible
Inspiring
Innovative
Courageous
Imaginative
Experimental
Independent
One who shares knowledge
With charismatic power
A Manager is . . .
Rational
Persistent
Problem-solving
Tough-minded
Analytical
Structured
Deliberative
Authoritative
Stabilizing
One who centralizes
knowledge
Entrusted power
Me and My Boss
When I take long time, I am slow;
When my boss takes long time, he is thorough.
When I do not do it, I am lazy.
When my boss does not do it, he is too busy.
When I do something being untold, I am trying to be
over smart.
When my boss does the same, that is initiative.
When I please my boss, I am apple polishing;
When my boss pleases his boss, he is co-operative.
When I do good, he never remembers;
When I do wrong, he never forgets.

Boss and Leader
Boss
Drives his men
Says I
Self-serving bias
Shows who is wrong
Demands respect
I am okay. You are
not okay.

Leader
Inspires them
Says we
Shared responsibility
Shows what is wrong
Commands respect
Anything wrong?
Influence Tactics Used by Leaders
Setting a good example
Assertiveness
Reason and logic
Ingratiation
Bargaining
Coalition formation
Joking and kidding
Leadership Skills
Leadership Theories
Personality Trait Theories: Great Person theory
Behavior theories: concern for people & concern for
result
Contingency Theories
trait theories advocate that leaders possess some
personality traits that non-leaders do not possess at all,
or possess only to small extent.
The behavior theories explain the behavior
characteristics of the leaders.
Contingency deals with leadership in different
situations

The Managerial Grid by Robert Blake & Jane Mouton
1,1 Impoverished style: delegate-and-disappear. Lazy approach
1,9 Country Club style : Friendly but unproductive
9,1 Produce or Perish style OR Authoritarian style
5,5 Middle-of-the-road style
9,9 Team Management style: organizational citizenship
5 Leadership styles
Contingency Theory:
Hersey and Blanchards situational theory
fit of leadership style and followers maturity
successful leaders adjust their styles with task and relationship
4 Leadership styles
Telling Style giving specific task directions and closely
supervising work; a high-task, low-relationship style.

Selling Style explaining task directions in a supportive and
persuasive way; a high-task, high-relationship style.

Participating Style emphasizing shared ideas and
participative decisions on task directions; a low-task, high-
relationship style.

Delegating Style allowing the group to take responsibility for
task decisions; a low-task, low-relationship style.
WHAT IS GOOD FOR THE GOOSE MAY NOT BE GOOD FOR THE
GANDER.

See if you are a
transformational
leader?
Transformational Leadership
Checklist
Transformational Leadership
A leadership style that involves motivating
followers to do more than expected, to
continuously develop and grow, to develop and
increase their level of self-confidence, and to
place the interests of the organization before
their own
Transformational leaders display charisma,
intellectually stimulate their subordinates, and
provide individual consideration of
subordinates
The ability to get people to want to change and
to lead change
Creative
Interactive
Visionary: light after tunnel
Empowering: credit in team
Passionate: drive for work
Ethical
Change Agent
Charismatic
Individualized consideration

Characteristics of Transformational Leaders
Define the need for change,
Create new vision and muster commitment to the vision,
Concentrate on long-term goals,
Inspire followers to transcend their own interest to pursue
higher order goals,
Change the organization to accommodate their vision
rather than work within the existing one,
Mentor follower to take greater responsibility for their own
development,
Followers become leaders and leader become change agent

Transformational Leaders
Sum up: Characteristics of Leaders
1. Goal Driven, high achievers, passionate
2. Possess a strong desire to control others
3. Self-confident
4. Trustworthy and honest
5. Smart, knowledgeable, technically competent
6. Sensitive to peoples needs and feelings
7. Sense of humor
8. Emotionally intelligent
Whats wrong?
Incidents of leave letters
Since I have to go to my village to sell my land along with
my wife, please sanction me one-week leave.
As I am marrying my daughter, please grant a weeks
leave.
As my mother-in-law has expired and I am only one
responsible for it, please grant me 10 days leave.
Since Ive to go to the cremation ground at 10 oclock and
I may not return, please grant me half day casual leave.
I am suffering from fever, please declare one-day holiday.
As I am studying in this school, I am suffering from
headache. I request you to leave me today.
Dear Sir:
With reference to the above, please refer to my below
My wife is suffering from sickness and as I am her only husband
at home I may be granted leave.
I am well here and hope you are also in the same well.
This has reference to your advertisement calling for a Typist and
an Accountant Male or Female As I am both (!!) for the past
several years and I can handle both with good experience, I am
applying for the post.
'Have you ever thought of writing your autobiography?
Chris Eubank: 'On what?
'I've never had major knee surgery on any other part of my
body.' Winston Bennett, Basketball Player
Covering note: I am enclosed herewith
Whats wrong?
Effective Schools
Focus on quality and students/parents satisfaction,
Respond quickly to the environmental changes,
Innovate, develop and implement appropriate
strategies,
Have a global mindset,
Are willing to network with strategic partners,
Can cope with the changes in management, and
Committed to continuous learning

School Leadership
Why should I put any extra effort into this job? I
can excel or I can do the bare minimum. It
makes no difference. I get paid the same.
Leadership hierarchy at your school?
A matchstick exercise


Teacher Leadership Models
Authoritarian/Autocratic Teacher
Uses strong, directive, controlling actions to enforce the rules, regulations,
activities and relationships.
Constant check on students
No words of Praise
Believes that students cannot be trusted and need to be controlled strictly.
Students behavior
Submissive, closed & dislike learning
Buck passing & back-biting
Unwilling to cooperate in school affairs/group work
Bunking attitude
Enjoy when the teachers are absent



Democratic/Participatory Teacher
Takes collaborative, responsive, interactive actions
with students concerning the teaching/learning
activities.
Shares ideas & plan with the class
Helps individually, more to weaker ones
Encourages group participation
Praise & criticize objectively (but not hurting)
Accepts students perspectives
Students behavior
Attendance improves
Like H.W., group work, better respect each other
Quality of teaching/learning improves
Praise each others efforts & become proactive to
take responsibilities in school affairs
Fewer problems of discipline


Laissez-Faire Teacher
Fails to accept the responsibilities of the position (let it be: its principals job)
Carefree
No confidence in oneself and in students
Finds difficulty in decision-making
Has no clear cut plans
Not a good mentor: No help, encouragement, & advice to students
Students behavior
Poor morale
Poor accountability/buck-passing
No team work
No one knows what to do & how to do it
Leadership Skills for Teachers
Leadership at Schools
An effective educational leader is likely to
possess the following knowledge and skills:

Educational Change:
develop and articulate an educational vision

Courses of action:
Reflect with staff on alternative courses of action

Teaching processes:

Parents involvement:

Staff Development:
Staff appraisal

Educational Knowledge & Skills
oLearning Processes
oCurriculum
oAssessment
oPolicy Issues
oNational and Global Issues
oInstructional Technology
Quality of their leadership is crucial for the success of the school
The teachers must:
Stress goals, Initiate structures
Facilitate the work of others
Increase involvement and participation
They should:
Be able to vary their leadership styles as situational
circumstance warrant
Take long-range view of leadership
Understand that school situations are complex, and
interactive
Take a broad view of organizational relations
Realize that instead of using single criterion for evaluating the
quality of leadership use multiple criteria

Improving Teacher Leadership
Trends in the New Workplace
Demise of command and control- Traditional
hierarchical structures are proving too awkward,
slow, and costly to do well.
Emergence of new workforce expectations a
new generation has less tolerance for hierarchy,
concerns for performance merit rather than
status
Increasing impact of information technology
Belief in empowerment increase involvement
Emphasis on team work
Concern for work-life balance

Shared/Distributed Leadership
Team work
Participation
Group dynamics
No self serving bias
We feeling
One exercise for lifting a stick with
your index fingers only.
Can You Read This?
If yuo can raed tihs, you hvae a sgtrane mnid, too.
Can you raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
waht I was rdanieg. The phaonmneal pweor of the
hmuan mnid, aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it dseno't mtaetr in waht
oerdr the ltteres in a wrod are, the olny iproamtnt
tihng is taht the frsit and lsat ltteer be in the rghit
pclae. The rset can be a taotl mses and you can sitll
raed it whotuit a pboerlm. Tihs is bcuseae the
huamn mnid deos not raed ervey lteter by istlef, but
the wrod as a wlohe. Azanmig huh? yaeh and I
awlyas tghuhot slpeling was ipmorantt! if you can
raed this, yuor biarn is fftiy prencet fstaer tahn tsohe
who cant.

Attribution Theory
Judging people differently depending upon
meaning attributed to a behavior.
Determine whether caused internally or
externally, depending upon
1. Distinctiveness - different behavior in different
situations
2. Consensus - same behavior in similar situations
3. Consistency - same behavior over time
Fundamental Attribution Error
we tend to blame the person first, not the
situation.
In Others:
Underestimating influence of external factors
Overestimating influence of internal factors
Self-Serving Bias:
Attributing success to internal factors
Blaming external factors for failure

Shortcuts to Judging Others

Selective Perception: People selectively interpret what they
see on the basis of their interests, background, experience,
and attitudes
Assumed Similarity: Perceptions of others more influenced
by what the observer is like or thinks
Stereotyping: Basing perception on group membership or
association
Contrast Effects: Evaluation of a persons characteristics that
are affected by comparisons with other people recently
encountered who rank higher or lower on the same
characteristics
Halo Effect: Drawing a general impression on the basis of a
single characteristic, such as intelligence, sociability, or
appearance

Personality
Personality is the sum total ways in which an
individual reacts to or interacts with others.

Personality is how people affect others or how
they understand and view themselves, as well
as their pattern of inner and outer measurable
traits and the person-situation interaction.

The Myers-Briggs Type Indicators (BMTI)
1. Extroverted or Introverted (E or I)
2. Sensing or Intuitive (S or N)
3. Thinking or Feeling (T or F)
4. Perceiving or Judging (P or J)
INTJs are visionaries (original mind, drive for their
own ideas)
ESTJs are organizers (realistic, logical, analytical,
decisive, like to organize)
ENTPs are conceptualizes (innovative,
individualistic, versatile, entrepreneurial)

Five personality traits have recently emerged
Extraversion - Sociable, talkative, and assertive
Agreeableness - Good natured, cooperative and
trusting
Conscientiousness - Responsible, dependable,
persistent, achievement-oriented
Emotional stability - viewed from a negative
standpoint: tense, insecure and nervous
Openness to experience - Imaginative, artistically
sensitive and intellectual

Personality Types
Type A
The personality
profile
characterized by
impatience, desire
for achievement
and perfectionism.
Type B
The personality
profile of some one
more easy going,
less competitive in
relation to daily life
events.
Achieving Personality Fit
Personality - job match versus
individual - organization fit

Holland's study identifies six personality types
and proposes that fit between personality
type and occupational environment
determines satisfaction and turnover.
Six Personality Types & Sample Occupations
Personality Types Characteristics Sample Occupation
Realistic: Prefers physical
Activities that require skill,
strength, & coordination
Shy, genuine, persistent,
stable, conforming, practical
Mechanic, drill press
operator, assembly-line
worker, farmer
Investigative: Prefers activities
involving thinking, organizing, &
understanding
Analytical, original, curious,
independent
Biologist, economist,
mathematician, news
reporter
Social: Prefers activities
that involve helping &
developing others
Sociable, friendly,
cooperative,
understanding
Social worker, teacher,
counselor, clinical
psychologist
Conventional: Prefers rule-regulated,
orderly, & unambiguous activities
Conforming, efficient, practical,
unimaginative, inflexible
Accountant, corporate manager,
bank teller, file clerk
Enterprising: Prefers verbal activities
(influencing others & attaining
power)
Self-confident, ambitious,
energetic, domineering
Lawyer, real estate agent, public
relations specialist, small business
manager
Artistic: Prefers ambiguous &
unsystematic activities that allow
creative expression
Imaginative, disorderly,
idealistic, emotional, impractical
Painter, musician, writer, interior
decorator
Workplace Climate
Cognitive consistency is
the consistency between
persons expressed
attitudes and his or her
actual behavior.
In a positive environment, an average
performers output goes up, in a negative
environment, a good performers output goes
down.
How Employees Can Express
Dissatisfaction/ Dissonance

Reducing Dissonance
Changing cognition (adaptive preference): If two
cognitions are discrepant, we can simply change one to
make it consistent with the other. Or we can change
each one in the direction of the other.
Adding cognition: If two cognitions cause a certain
magnitude of dissonance, that magnitude can be
reduced by adding one or more consonant cognitions.
Altering importance: Since the discrepant and
consonant cognitions must be weighed by importance,
it may be advantageous to alter the importance of the
various cognitions.

Inadequacies in Teacher Leadership
Poor Delegation
Selectivity
Self-serving bias
Lack of coordination and collaboration
Lack of enabling culture/appreciative inquiry
Poor courtesy : no store of thanks
Can all students learn?
What happens to students doesnt depend on
the school they attend it depends on the
teachers they get.

CHILDREN LEARN WHAT THEY LIVE WITH

If a child lives with criticism, he learns to condemn.
If a child lives with praise, he learns to appreciate.
If a child lives with hostility, he leans to fight.
If a child lives with tolerance, he learns to be patient.
If a child lives with ridicule, he leans to be shy.
If a child lives with encouragement, he learns confidence.
If a child lives with shame, he leans to feel guilty.
If a child lives with approval, he leans to like himself.
If a child lives with fairness, he leans justice.
If a child lives with security, he leans to have faith.
If a child lives with acceptance and friendship, he learns to find love
in the world. - Anonymous

Unless teacher leadership is effective, the students have to suffer.
People work better when jobs have been
designed to help and reward them.
THANK YOU!

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