CENTRAL MINDANAO COLLEGES

Osmeña Drive, Kidapawan City

GRADUATE SCHOOL EDUCATION

EDUC 304
EDUCATIONAL LEADERSHIP

Name of Faculty:

Class Meetings: 9:00-5:00 Saturday Email:

Office: Graduate School Faculty Office Number: N/A

I.INSTITUTIONAL OUTCOMES

1. GRADUATES ATTRIBUTES

INSTITUTIONAL INTENDED LEARNING

ATTRIBUTES
OUTCOMES
Knowledge APPLY complement knowledge in the practice of their profession.
Communication Skills DEMONSTRATE effective communication skills in English and
Filipino both orally and in writing.
Problem-Solving Skills APPLY creative and innovative strategies in problem-solving and
decision-making.
Life-Long Learning APPLY life-long knowledge and skills for personal and professional
growth and development.
Interpersonal Skills INTERACT and collaborate with others effectively in the workplace
and across diverse cultures.
Citizenship EXERCISE social and ethical responsibilities as a Filipino and a global
citizen.
Cultural Diversity PRESERVE national heritage by accepting cultural differences.

2. VISION
A leading institution providing quality education in Mindanao

3. MISSION
Central Mindanao Colleges aims to:
1. Produce highly qualified, skilled and socially responsible individuals who can carry out their
responsibilities effectively and efficiently and contribute to the greater good and well-being of
their respective local communities and the global community.
2. Engage in extension and community services for social development and improvement of the
quality of life in the communities
3. Undertake research that promotes educational innovations and applications of
technology in promoting and maintaining good standards of living.

4. GOALS
To equip individuals with the knowledge, skills and attitudes necessary to sustain and maintain quality life.
 A. Values

We instill these core values:

Excellence: We achieve excellence in every task we do.
Love for God: We manifest love for God in our daily lives.
Competence: We articulate competence in our knowledge and skills.

Integrity: We keep our integrity untarnished.

Discipline: We observe and maintain discipline in our daily existence.

II.PROGRAM OUTCOMES

MASTER OF ARTS IN TEACHING

(Based on CMO No. 53, s.2007)
The Master of Arts in Teaching (MAT), a thesis/non-thesis graduate degree program, has been designed
to provide students with a broad range of teaching methodologies in their respective areas of specialization and
consider these within a variety of educational contexts including elementary, high school and tertiary education.
The program includes both theoretical approaches in teaching and a consideration of their practical application
in a classroom environment. It is designed for individuals focusing on improving their teaching skills and
expertise in content areas, teaching methodologies and strategies, and improving the delivery of instruction to
students.

Students who may wish to continue to post-graduate education can take the thesis option while those
who may consider the MAT as their terminal degree and not pursue post-graduate education can take the non-
thesis option.

The MAT program includes the following:

Master of Arts in Teaching English

Master of Arts in Teaching Filipino
Master of Arts in Teaching Mathematics
Master of Arts in Teaching Science

PROGRAM OBJECTIVES
The MAT degree program aims to:
 Explore theories of teaching and how best to teach for learning achievement.
 Develop students’ knowledge in content areas and teaching approaches that will facilitate better delivery
of instruction.
 Investigate how students learn, acquire knowledge and make sense of their educational experiences.
 Provide learning experiences that will develop and enhance skills, attitudes and professional knowledge
to teach effectively in subject areas to diverse learners.
 Enable students to develop and integrate technology into teaching and learning.

ADMISSION REQUIREMENTS

 Holders of Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED)
shall be eligible for admission in the specific MAT program corresponding to their specialization or area
of concentration.

 Applicants who have graduated from other degree programs may enroll after completing at least 18 units
of undergraduate major subjects in the specific MAT program they intend getting admitted to and at
least 18 units of professional education subject.
 Accomplished Application from supported by the original transcript of academic records.

III.COURSE INFORMATION
 1. Course Number: EDUC 310

2. Course Title: CURRICULUM TRENDS AND INNOVATION

 Course Description:
Theoretical foundations and critical concepts, theories, models, tools, styles, techniques and
trends of leadership; special attention and bias on ethical leadership concepts, elements,
principles and nuances.

3. Course Credit: 3

4. Pre-requisites:

IV.COURSE OUTCOMES
At the end of the course, students shall be able to:
1. Demonstrate understanding and appreciation of the different leadership perspectives and issues, as well
as to discover and develop their personal and collective leadership skills
2. Articulate, discuss and critically assess the different models of leadership, including the various styles,
tools and techniques for efficient, effective and ethical leadership paradigm.
3. Incorporate applicable leadership perspectives into their management plans, professionals practice or
place of work.

V.COURSE OUTLINE/LEARNING PLAN

I. INTRODUCTION/ORIENTATION AND CLASS ORGANIZTION

a. Leadership Notions and Instincts Mapping
b. Personal Theory Leadership
c. Convergence and Divergence in Leadership and Management
d. Leadership Issues and Dilemmas
e. Management Trends and Leadership Challenges
Every orientation presupposes a disorientation; let’s level off (Hans Magnus Enzenger, German Poet). But
never lose sight why we are here. The trouble with organizing is that pretty soon everyone gets to paying more
attention to the organization than to what they’re organized for (Laura Inggalls Wilder, American Novelist). So
let’s start it right, to end it right. The end greatly depends on the Beginning (Superman in Justice League).
II. LEADERSHIP CONCEPTS
a. Managers and Leaders
b. Trait and Environment (Nature or Nurture)
c. Formal and Informal Leaders
d. Authority and Charisma
e. Mechanistic and Organic Leaders
Leadership is a concept that has been more argued and debated upon for a long time (Dwight Eisenhower, 34 th
US President).but make no mistake about it. Most leadership concepts are carved out of experiences made rich
exercise than in discourse (Julian Sorrell Huxley, English Revolutionist). Thus, leadership is a concept
enriched by experience. As Saint Augustine exhorted- the words printed here are concepts; we must go through
the experiences!
III.LEADERSHIP THEORIES AND MODELS
a. Great Man Theory
b. Trait Theory
c. Behavioral Theories
(a) Role Theory
(b) Managerial Grid
(c) Theory X and Theory Y
(d) Theory Z
(e) Task-People Leadership Style (T-P Qustionnaire)
(f) Consideration and Initiating Leadership
(Ohio Leadership Scales: SBDQ (Supervisor Behaior Questionnaire) and LBDQ (leader
behavior description questionnaire)
d. Participative Leadership
(a) Lewin’s Leadership Styles
(b) Likert’s Leadership Styles
e. Situational Leadership
(a) Hersey anb Blanchard’s Situational Leadership
(b) Vroom and Yetton’s Normative Model
(c) House’s Path-Goal Theory of Leadership
f. Contingency Theories
(a) Fiedler’s Least Preferred Co-Worker (LPC) Theory
(b) Cognitive Resource Theory
(c) Strategic Contingencies Theory
g. Transactional Leadership
(a) Leader Member Exchange (LMX) Theory
h. Transformational Leadership/Process Theory
(a) Bass’ Transformational Leadership Theory
(b) Burns’ Transformational Leadership Theory
(c) Kouzes and Posner’s Leadership Participation and Inventory
A theory is a point of view, a way of looking at things, or a belief system derived from the ancient Greek
‘Theoria’. Theories can be useful to extent that they are able to explain a social construct or social reality; but
to the extent when they are unable, they may need more substantiation. Leadership is a marriage of both theory
and practice. Mark Twain romanticized how empty is theory in the presence of reality, but reality is more
understood and explain in theory. In fact, he who loves practice without theory is like a sailor who steers his
ship without a rudder and compass (Leonardo Da Vinci). But without practice, what good use can we make of
theory? An ounce of action is thus a lot better than a ton of theory (Friedrich Engels, German philosopher).
IV. LEADERSHIP ROLES AND STYLES
a. Leaders as Managers
b. Leaders as Communicators
c. Leaders as Motivators
d. Leaders as Champions
e. Leaders as Change Agents
f. Leaders as Networkers
g. Leaders as Innovators
h. Leaders as Politicians
i. Leaders as Bureaucrats
j. Leaders as Entrepreneurs
k. Leaders as Servants
l. Leaders as Peripatetics
Good leaders create vision, articulate vision, own the vision with passion, and relentlessly drive it to
completion (John Welch, Boston business Guru). Thus Leadership has a purpose, a mission. It is not a one-day
thing; leader is constant commitment to excellence, a habit, a daily practice to mastery (John F. Kennedy Jr.).
A leader’s role is to raise people’s aspirations for what they can become and to unleash their potentials so they
will strive to get there (David Gergen, Harvard professor). Good leaders inspire people to have confidence in
the leader, but great leaders drive people to have confidence in themselves (Eleanor Roosevelt). As John
Quincy Adams (6th us president): “If your actions inspire others to dream more, learn more, do more and
become more, you are a leader.” Ralph Nader (American political activist) concurred: “I start the premise that
the function of leadership is to produce more leaders, not more followers!”

V. LEADERSHIP SKILSS AND TECHNIQUES

a. Motivating People at Work
b. Human Resource Technique
c. Sources and Use of Influence and Power
(a) Greene and Elffers’ 48 Laws of Power
d. Behavior Modification Techniques
e. Effective Communication and Negotiation
f. Conflict Management and Crisis Management
g. Pinoy Management and Crisis Management
h. Ambassadorial Skills and Backdoor Skills
i. Covey’s Effective Habit
j. Gladwell’s Rules of Epidemic
k. Myers-Brigs Type for Leadership Development
(a) Myers-Brigs Structured Exercises
(b) Myers-Brigs Type Indicator Survey
l. Friendly Style Profile for Leadership
(a) Friendly Style Profile Leadership Survey
Managers are hired for their technical skills and experience but fired due to a lack of leadership skill and
ability (John Agno, Leadership coach). The skill of leadership is a skill in art and science. After a certain high
level of skill is achieved, leadership tends to coalesce in aesthetics, plasticity, and form. Leaders and artist as
well.
VI. LEADERSHIP TOOLS
a. Catch 221. Deming’s 14 points
b. Better Principle J. Hostadfer’s Law
c. The Ziegarnik Effect K. Sutton’s Law
d. The Macbeth Effect L. The Law of Attraction
e. The Murphy’s Law M. Broken Window Theory
f. The Pareto Rule N. The Epidemic Theory of Integrity
g. Parkinson’s Law O. The Broken Window Fallacy
h. Laws of Technology P. The Gospel of Wealth
Man is a tool-using animal. A leader needs tools to exercise leadership. Without tools he is nothing but with
tools he is all (Thomas Carlyle, Scottish satirist). One of the greatest and simplest tools for learning more and
growing more is doing more (Washington Irving, American biographer). This is honing leadership by exercise,
work in progress, and sharpening the saw (Steven Covey). The Slusser philosopher John Searle taught- “Our
tools are extensions of our purposes, and so we find it natural to make metaphorical attributions of
intentionality to them to them. “But leaders must be in control; one must design and shape his tools lest they
shape and control him (Arthur Miller, Harlem playwright) and become the enslave tools of their very own tools
(Charles Kingsley, Devon novelist and clergyman).
VII. SPECIAL TOPIC: ETHICAL LEADERSHIP (or the lack of it!)
a. Leadership Ethics and Ethic of Leadership
b. Leadership Trust and Type of Betrayal Trust
c. Elements and Types of trust and Integrity
(a) Covey’s Personality Credibility Test
d. Corruption and Kakistocracy
(a) Fixer’s Game
 e. Leadership by Hassling
f. Leadership by Mobbing (Working Mobbing)
The crisis of crisis of leadership is a crisis of character that is brought by lacuna of an operational ethical
framework that could have served as one of the firm foundations of effective managerial and leadership styles.
This lacuna explain the many controversies and scandals that hound the world’s leaders. Thus, there is a need
to privilege ethical leadership as an urgent theoretical and practical tool- a kind of ethical leadership
philosophy that promotes integrity, credibility and ascendancy, and that which provides a meaningful
normative function for effective managerial and leadership skills. Kenneth A. Shaw underscored the imperative
in the Intentional Leader (2005): “Make no mistake about it- ethical leaders are good leaders… most sought
after and admired leaders around the world were honest, forward looking, confident, and inspiring. In most
international surveys conducted over the past thirty years, honesty is valued first… because we don’t want to be
lied to; we want to be told the truth. We want a leader who knows right from wrong …when we follow someone
we believe to dishonest, we come to realize that we’ve compromised our own integrity. In time, we not only lose
respect for the leader, we lose respect for ourselves!”
VIII. PRESSURES FOR ACADEMIC REFORM
 Costs of Higher Education
 K to 12 Program
 Outcome-Based Education
 New Information and Computer Technology In Education
 Blended Learning/ Hybrid Learning

A. REQUIRED READING TEXTBOOK:

B. SUGGESTED READINGS, REFERENCES AND RESOURCES

Abraham Zaleznik, Abraham. 2005. Mangers and Leaders: Are They Different?’
The Mind of the Leader. Harvard Business Review (pp 75-96). USA.

Akerstrom, Malin. 1991. Betrayal and Betrayers: Sociology of Treachery.

USA: Transaction Publishers.

Amorado Ronnie V. 2007. Fixing Society: The Inside World of Fixers in the Philippines.
Davao City: Ateneo De Davao University-Research and Publication Office.

Andres, Tomas D. 2001. Dictionary of Values. Quezon City Philippines: Giraffe Books.

Andres, Tomas D. 2001. Filipino Behavior Work: Human Relations and Organizational Behavior in the
Philippine Setting. Quezon City Philippines: Giraffe Books.

Arce, Wilfredo F. 2001. Focusing on Values and Behavior-based Approach to Counter Corruption: An
Assessment of an Integrity Circles Project. Quezon City: Ateneo De Manila University. Institute of
Philippine Culture.

Azurin, Rene B. 2007. Stationary Bandits. Essays on Political Power. Manila: Platypus Publishing.

Baker, H.K. 1981. “Taping into the power of informal Groups.”

Supervisory Management 21 (6), 31-35.

Batalla, Eric Vincent C. 2000. “Corruption as a Way of Life.” In Depth Feature.

Philippine Daily Inquirer. August 27, 2000.

Barbalet, J.M. 1998. Citizenship: Concepts of Social Thought.

Minneapolis, USA: University of Minnesota Press.

Bass, Bernard M. 2000. “The Future Leadership in Learning Organizations.” The Journal Leadership
Studies. Vol. 7No. 3. 2000. State University of New York at Binghamtom.
 Bennis, Warren. 1989. On Becoming a Leader.
USA: Addision-Wesley Publishing Company, Inc.

Bennis, Warren. 2005. ‘The Seven Ages of the Leader’

The Mind of the Leader. Harvard Business Review (PP 15-36)

Bennis, Warren, Daniel Goleman and James O’Toole. 2008. Transparency: How Leaders Create Culture of
Candor. United States: Jossey-Bass.

Bolman,Lee G. and Terrence E. Deal. 2008. Reframing Organizations: Artistry, Choice and Leadership. 4th
ed. USA: John Wiley & Sons, Inc.

Bracy, Hyler. 2002. Building Trust. United States: Heppner & Bourque, Inc.
Briggs-Myers, Isabel and Peter Myers. 1995. Gifts Differing:
Understanding Personality Type. California: Consulting Psychologists Press.

C. COURSE REQUIREMENTS
1. Regular attendance, individual reporting, participation in the class discussions, provision of written report
to the instructor and classmates
2. One Compendium of all the topics (Word, Century Gothic12, Spring Bound)
3. Ten Reflection which contain the following elements:
 Demonstrate understanding of the topics discussed in class
 Clear reflection
 A clear application to an educational situation
 Computerized, should not be more than two pages
Methodology of Instruction
1. Participatory Illustrated lectures
2. Groups/Plenary Discussions
3. Individual/Group Memoing
4. Virtual/Electronic Class Sessions
5. Film Viewing
6. Structured Group Games
7. Field demonstrations/Field trips
8. Let us talk about it!
“Method is much, technique is much, but inspiration is even more!” –Benjamin Cordozo, US Supreme Court
Associate Justice “The true method of knowledge is experiment!” – William Blake, English poet and painter
Rating

EVALUATION PERCENTAGE (%)

1. Group project
20
(compendium)
2. Reflection 25
3. Class Presentation 25
4. Final Exam 30
TOTAL 100

GRADING:
Grading Policy
The prescribed passing grade for the graduate school students shall be 2.0. A student with a grade lower than
the prescribed passing mark shall be required to re-enroll the subject(s).
The rating of Graduate school Students shall be based on the following:
The converted Grading system for the Graduate School Student’s Performance.

ORAL EVALUATION 25% 98-100% = 1.0

Content…………………………………………15% 95-97% = 1.25
Oral Language Skills………………………….10% 92-94% = 1.50
WRITTEN EVALUATION 25% 89-91% = 1.75
Content ………………………………………..15% 86-89% = 2.0
Written Languages Skills……………………..10% 83-85% = 2.25
RESEARCH 20% 20% 80-82% = 2.5
EXAMINATIONS 30% 30% 79 -& below = 2.75
TOTAL 100%........100% = 4.0 -INC
= 5.0 – Failed
= 9.0 - Dropped

FINAL GRADE

In a cumulative system, the final grade is obtained by using the following formula:
FG = 30% GP + 70% TG
Where FG =Final Grade
GP = grade during the previous making period
TG = grade during the current marking period

ATTENDANCE POLICY
 Only officially enrolled students are admitted in class.
 Students are expected to attend classes regularly and on time
 A readmission slip signed by your respective deans is required for readmission to the class with the
attached excuse slip/letter duly signed by your parent/guardian.
 For absences due to illness or medical reason, a medical certificate is required for readmission to the
class.
 A students who are absent from class are individually responsible for lessons, test/quizzes, activities,
project, homework and/or assignment missed and only students with excused absences shall be allowed
to do make up work.
 Students incurring 20% or more than total number of class hours for the semester shall automatically
dropped from the course.
 Students are considered absent if they are not present within the first 15 minutes of the class period.
 Any students who leaves the class after the roll call and does return to class shall be considered absent.
 For summer classes, any student who incurs five (5) absences, not necessarily consecutive absences,
shall be dropped from the course. Consideration might be given to students if the absences are
justifiable.

ACADEMIC HONESTY
 Students should maintain honesty and academic integrity at all times.
 Any student caught cheating or plagiarizing someone else’s work shall be subject to disciplinary
sanctions which may include suspension or expulsion depending on the gravity of the offense.

CLASSROOM CONDUCT
 Students are expected to show respect to their teachers and classmate in, and even out the classroom or
any place with the campus.
 Smoking is not allowed in the classroom or any place within the campus
 Mobile phones must be turn off or place in silent mode while classes are going on, expect when used
for academic purposes and/or with the expressed consent of the faculty member.
 Any student disrupting or disturbing classes shall be subject to disciplinary sanctions.

Prepared by: Reviewed by:

 DR. GEMMA N. KINTANAR
Professor Dean, Graduate School

Approved by:

DR. MARK GENNESIS B. DELA CERNA

Vice President for Academic Affairs

____________________
Date of Revision