Change Empowerment

Janelyn T. Florendo

Effective leadership is responsive to context and adaptable in the face of change. There is no school leadership model that works in all circumstances. Research depicts school leadership as a process of negotiating dilemmas and shows how effective teachers and principals practice contingent, team-based, and collegial leadership.

The curriculum provides the overarching vision, principles, and values for education in the Philippines. It also outlines critical competencies from research about successful school leaders' abilities and qualities to participate fully in society.

Supporting students to explore values, develop competencies and build the knowledge and skills will require principals to identify the areas for change in their schools, consider the focus for this change, and how the difference can be stimulated and sustained.

Successful school leaders possess a range of personal, relational, organizational, and professional attributes, plus the capacity to employ these attributes effectively in complex and changing circumstances.

Although the principal is in a critical position to lead change, he cannot do it alone. Empowering others throughout the school to develop and exercise leadership roles and share in the leadership of change is desirable and achievable. This, along with the engagement of support from external agencies such as barangay, municipal officials, and the community, is vital for principals working in challenging school contexts. Principals who lead change effectively recognize that there are procedural and emotional considerations. One can impact the other. Change on a large scale invariably needs a team approach to leadership.

Influential leaders recognize that change can bring about inadequate emotional responses. It can also challenge established practice and professional values. Principals leading significant change need to pay particular attention to ensuring all staff feels their concerns are genuinely listened to and understood, supporting staff who think they may lose control when exploring new approaches.

The author

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is Teacher III at San Pablo Elementary School, Alicia North District, Schools Division of Isabela, Region 02