Lesson Transformational and

14 Servant Leadership
(Types of Leadership and Implications to
education)

Learning Outcomes

• Explain the characteristics of different types of

leadership;
• Reflect on the educational implications of each
leadership types,
• Demonstrate leadership in various situations, and
• Share best leadership practices among school heads
or teachers who are leading their school to positive
transformation.

Introduction
Welcome to Lesson 14.
In the previous lesson, you learned about different leadership theories
and their implications for education. Your previous learning will be continued
as other types of leadership and transformational leadership will be
highlighted. Hopefully, at the end of this lesson, you will have a grasp on
how you will be in the years to come. Let’s start.

Quote, unquote. Below are selected quotes about leadership. Read all
and be inspired. On the box provided, write your own quote of
leadership.
 Analysis

Write the explanation of your quote on the space provided for.

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Think about the best teacher you’ve had since then, you probably remember
those who saw you as your own person, who challenged you, who helped you grow
and learn. Write below how this best teacher transformed you into what you are now.
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Abstraction

Servant Leadership
Servant leadership as first proposed by Greenleaf (1977) is a theoretical
framework that stipulates that a leader’s primary motivation and role is service to
others. Greenleaf first coined this modern term servant leadership in 1970 in the essay
entitled, The Servant as Leader (Spears, 1996). According to Greenleaf, servant
leadership begins with the natural feeling that one wants to serve, to serve first then
conscious choice causes one to aspire to lead (Greenleaf, 2002).
In servant leadership, a leader is called to serve the group members or
followers while leading them. This theory advocates that a leader’s primary
motivation and the role is to serve and meet the needs of others, which optimally
should be the prime motivation for leadership (Russell & Stone, 2002). Greenleaf
attached great significance to this idea that true leadership carries with it the
responsibility of first seeking to serve others. He says that true leadership emerges
from those whose primary motivation is a deep desire to help others. It aims at putting
the well-being of the followers before other goals (Greenleaf, 1977). Servant leaders
develop people, helping them to strive and flourish.
 In the school setting, the school heads who act as servant leaders must
remember that they serve their teachers, students, parents, and the community and
NOT the other way around.

Characteristics of Servant Leadership

Six Servant Leadership Characteristics developed by Laub (1999) which
include: developing people, valuing people, building community, displaying
authenticity, providing leadership, and sharing leadership. Page & Wong (2000)
identified the following servant leaders attributes; integrity, humility, servanthood,
caring for others, empowering others, developing others, visioning, goal setting,
leading, modeling, team building, and shared decision making. Similarly, Russell &
Stone (2002) contributed these attributes: vision, modeling, communication,
persuasion, honesty, pioneering, credibility, listening, integrity, appreciation,
competence, encouragement, trust, empowerment, stewardship, service, delegation,
visibility, and influence. Patterson (2003) also came up with a model that comprises
seven dimensions of agape love, humility, altruism, vision, trust, empowerment, and
service. Spears (2004) listed ten characteristics that he perceived servant leaders
portrayed and they are: listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment, and building society.

Educational Implication of Servant Leadership

Servant leaders always lead by serving, appreciating, valuing, encouraging,
and caring for their subordinates. This implies that school heads that practice the
servant type of leadership will always value and encourage their teachers to achieve
the objectives of the school. Listening is critical way leaders demonstrate to show
respect and appreciation to their subordinates. Therefore, headteachers with this kind
of leadership will listen to the concerns of their teachers. Headteachers will create a
good working environment in terms of cordial relationships to promote teamwork. A
servant leader is always a teacher that is, he is always ready to teach others to become
leaders. This would enable heads of institutions to teach other teachers to become
good leaders. Headteachers would be able to delegate their authority to teachers to
promote subordinate commitment.

Transformational Leadership
According to Avoid, Bass, & Jung, (1995), transformational leadership is
related with leaders charisma and with the ability to enact a vision of a more
satisfactory future state, guiding the followers to go beyond their interests and, at the
same time, considering the moral and ethical implications of their actions and goals.
Transformational leaders are those who transform their followers. Through the use of
inspiration and motivation, they motivate their followers to do more than was
originally intended – often more than either the leader or follower thought was
possible. In their book Transformational Leadership, Bass and Riggio argue that
“transformational leadership involves inspiring followers to commit to a shared vision
and goals for an organization or unit, challenging them to be innovative problem
solvers, and developing followers’ leadership capacity via coaching, mentoring, and
provision of both challenges and support.”
School transformational leaders achieve these superior results by employing
one or more of these behaviors: Individualized Consideration, Intellectual
Stimulation, and Inspirational Motivation.
Individualized Consideration (Compassionate leader). This is a
transformational leadership trait that gives focus on the development of the followers
or members. It involves a range of behaviors like listening, coaching, mentoring, and
teaching and directly addresses followers' need for achievement and growth.
In an educational setting, it implies that school heads should encourage
teachers to hone their skills by providing opportunities for professional development.
Principals should support the development of professional behavior by providing
appropriate training opportunities for teachers such as in-service training or sending
them to continuing professional development courses.
Intellectual Stimulation (Thinking outside of the box). This trait allows
leaders to stimulate followers' creativity. Leaders employing intellectual simulation
question assumptions, processes, and existing paradigms, are forcing their followers
to rethink their solutions and create new approaches to problems. Such leaders include
their followers in decision-making related to such improvements. They support some
risk-taking, allowing subordinates to try their ideas and not over-reacting to failure. If
a leader is not accepting of occasional failures, their followers will be unwilling to
take risks. In other instances, innovative efforts are stymied by external requirements.
In most instances, however, people can and will innovate improvements in their jobs
and the processes in which they are involved if only afforded opportunities.
In an educational set up, school heads encourage reflection and critical
thinking among teachers. They motivate teachers to question continuously problem-
solving approaches and to reflect critically upon various aspects of school practices.
Leadership that encourages the followers to be creative, not to be afraid of
innovations and challenging their beliefs and values. Leaders of schools support the
followers when they are trying new ways to create innovative solutions of educational
matters, encourages the followers to think independently and solve the problems
carefully. Allowing staff to take part in decision making and creating the room for
them to find ways of improving instruction. Only when the teacher himself/herself is
open, creative, continually improving, it is possible to ensure and encourage the
students to look at the world from a new and creative perspective. Such a teacher
encourages students to open their mind and think creatively and look at the objects
and phenomena from a different perspective. This is done by acting as a facilitator
and allowing pupils to think critically into the classroom problem to find solutions.
Inspirational Motivation (Sharing the vision). Leaders with high levels of
Inspirational Motivation behaviors motivate and inspire their followers via the spoken
word. They develop and articulate a vision and the expectations for their follower’s
performance. In doing so, they “raise the bar” for their organization, setting new
standards and new targets for their followers' efforts. Creating and sharing a vision for
the future, and spurring followers to achieve that vision is a phenomenal motivator. It
lets people know where they are going and encourages them in the journey.
In an educational setting, the teachers as leaders are characterized by the
ability to inspire to do the activity. Those are the leaders who share their expectations
with their followers, inspiring the latter to commit, take responsibility, and become a
part of the shared vision. In their practice, the leaders use symbols and emotional
appeal to gather the efforts of the group members to reach more than they would have
done led only by their interests. In this way, the team spirit is strengthened. These
leaders are characterized by their enthusiasm and optimistic attitude to the future.
Teachers are the enthusiasts who spread optimism thus motivating them for hard
work. A teacher is a person taking charge of the class, gathering students for joint
activity. Both within the classroom and the school, encouraging taking the initiative
and aiming for better results.
Idealized Influence (Actions speak louder than words). This trait is
associated with modeling, or “walking the talk.” It often relates to morality and ethics.
Idealized influence leaders exhibited attributes ascribed to them by their followers.
The leader’s behavior will generate respect and admiration among followers. They are
endowed by their followers with qualities such as persistence, determination, and
courage. In an educational setting, school heads act as role models for their teachers.
They set as examples for teachers to emulate. The school head provides staff with
orientation on new models for instruction. And also teachers also serve as role models
for students. Usually, the decision of students to become teachers is determined by a
positive example set by the teacher. During the educational process, the teachers earn
the trust of the students. They recognize the ability of the students and develop them.

Application
Acrostic Poem. Based on the lessons from Lesson 12 to 15, what to you are the
qualities or behaviors a leader should have.
L
E
A
D
E
R
S
What should you do? Below are situations that would challenge your leadership
skills. Let’s see how well you respond to each situation.
1. You are introducing new changes in your school. However, Filipinos usually
subscribe to our “ningas cogon” mentality. How this Filipino mentality affects
 the implementation of the changes. As a school head, how will you counteract
it?
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2. Most of your teachers are young and novice to the system. But when you
introduce to them a task. Some are hesitant because they lack the confidence
to take risks and do the task. As their leader, what will you do to keep them on
task?
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Face to Face with the Leader. In this task, you will be given a chance to talk to the
leader you admire most in your locality. Ask him on his/her best practices in leading
his team or group. Video-document your interview and be ready to share your video
with the class.
Reflection. Choose at least one leadership theory or model and how this theory/model
will impact the school, the teachers, the students, and the community.

Closure
It’s a tough one but you made it. You’re doing great. You have just finished
Lesson 14. Since, it is the last lesson. Congratulations!