a.     Decisiveness

b.     Awareness

c.      Focus

d.     Accountability

e.      Empathy

f.      Confidence

g.     Optimism

h.     Honesty

i.      Inspiration
School Culture 

-       Guiding beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence the way a school operates (Great Schools Partnership, 2014).

-       The physical and emotional safety of students at a school, the orderliness of classrooms and other spaces, and the extent to which a school includes racial, ethnic, linguistic, or cultural diversity reflect school culture (Great Schools Partnership, 2014).

School cultures take two basic forms, positive or negative. A positive school culture contributes to professional satisfaction, morale, teacher effectiveness, and improvement in student learning, fulfillment, and well-being (Great Schools Partnership, 2014). School leaders set the tone of a school's culture (Great Schools Partnership, 2014).

Chairman of the Board of Directors

                           | Members of the Board of Directors

                           | Head of School
Head of Curriculum and Instruction

                          | 

 Pedagogical Leadership

                 Principals

                         |Vice Principals

                         |Subject Coordinators

 
This is a task-oriented model of leadership that is less effective than a people-oriented model because trust and vision are most likely lacking due to the absence of team building (Miron, 2012).

 

 

The school is making a curriculum change after two decades. Most teachers have been school employees for more than a decade, and curriculum change is difficult for them. Leadership is task-centered and appears to lack empathy. Amid curriculum change, fears and anxieties are rising among stakeholders. School principals, subject coordinators, and teachers are becoming demotivated because their fears are not being addressed. 

People-centered leadership will promote positive, productive interaction, clear communication, and teamwork among colleagues. This will build faculty satisfaction and motivation for everyone to work together to implement curriculum change (Blanchard, 2015).

Low Context – low levels of shared knowledge and relationships, unfamiliar reference points, explicit, simple and clear communication (Meyer, 2014).

Pedagogical leaders and teachers have high contextual intelligence on the old curriculum and low contextual intelligence on the new curriculum.
School leaders must help them bridge the gap.

Successful leaders will: build relationships, show empathy, inspire confidence, spread optimism, be knowledgeable and maintain focus (Caramela, 2018).