Disruptive Pandemic School Leadership Management Shift

Welcom
e
to SEAIETI’s
Online International Training
Series

Southeast Asian Institute of Educational Training, Inc.
International Training on Disruptive Pandemic
School Leadership Management Shift
For inquiries, please contact us:
09175142715 (Globe)
09081744462 (Smart)
www.seaieti.com
seaieti@gmail.com
Southeast Asian Institute of Educational Training, Inc.

Speaker’s Profile
Timothy Wooi
Principal Consultant for Lean and Kaizen Management
Certified ‘Train the Trainer’ with 35 over years working
experience.FOUNDER, Tim’s Waterfuel an alternative fuel supplement using Water to add power to
automobiles.International Educational Speaker for South East Asian Institute of Educational
Training Inc.(SEAIETI)
An Innovative Engineer that trains MNC on Creativity & Innovation for Continuous
Improvement.
Rode 24 Countries, 18,290km, 4 months 11 days, 6 3/4 hours from Malaysia to
London on just a 125 cc.
Add: 20C, Taman Bahagia, 06000, Jitra,
Kedah
Email: timothywooi2@gmail.com
H/p: +6019 4514007 (Malaysia)

COURSE CONTENT
1
SESSION
1.
THREE WAYS THE
COVID 19 PANDEMC
COULD RESHAPE
EDUCATION
2.
THREE TRENDS
THAT COULD HINT
FUTURE
TRANSFORMATIONS
I. EDUCATION-NUDGED
AND PUSHED TO CHANGE
LEADING TO SURPRISING
INNOVATIONSThe coronavirus pandemic
has changed how millions
around the globe are
educated.
II. PUBLIC-PRIVATE
EDUCATIONAL
PARTNERSHIPS COULD
GROW IN IMPORTANCENew solutions for
education bringing much
needed innovation.
III. WIDENING THE DIGITAL
DIVIDEThe digital divide with new
shifts in education approaches
to widen equality gaps.

2
SESSION3.
TRANSFORMING
TEACHING-LEARNING
PROCESS FROM A
TEACHING CULTURE
TO A LEANING
CULTURE
I. WHAT IS SCHOOL
CULTURE AND HOW DOES
IT IMPACT ON LEARNING?
II. STYLES OF SCHOOL
LEADERSHIP
Case Study: Four school leaders
with different styles
Activity: The role of leadership in
determining school culture
III. IDENTIFYING AND
ANALYZING THE CULTURE IN
YOUR SCHOOL
Activity: Gathering evidence of the
current school culture
Activity: Working with the team to
identify areas for team improvement
.IV. DEVELOPING A
POSITIVE SHARED
CULTURE
Activity: Team review of your
findings so far
Activity: Plan of action

SUMMARY
Leading improvements in
teaching and learning in
the elementary school
0
1
Leading improvements
in teaching and learning
in the secondary school
0
2 Leading assessment
in your school0
3
Supporting teachers
to raise performance0
4
Leading teachers’
professional development0
5
Mentoring and coaching0
6
Promoting inclusion in
your school0
7
Managing resources
for effective student
learning
0
8
Leading the use of
technology in your school.0
9

COURSE DESCRIPTIONAs the world progress into the 21st century and
coupled
with the unforeseen Covid19 Pandemic resulting
in schools shut all across the world, online or
virtual education has become a new trend norm.
Online learning are increasingly inevitable for all
ages from young children, K-12 students
through university students and working adults
in the workplace. Education is being redefined
as technologies advance and new formats are
being made.
However, many colleges did not utilize online
learning until the current pandemic where
globally, over 1.53 billion learners were out of
school and with 184 country-wide school
closures, impacting 87.6% of the world’s total
enrolled learners.

Becoming familiar with online education
during the pandemic has the potential
for increased enrollment rates in higher
education institutions that use online
teaching and learning. It is a great
opportunity for students to learn online,
providing a great amount of flexibility,
and also more affordable.
However, the drawback and challenges
of Instructors of Institutions of online
learning is the difficulty to keep students
engaged, which plays a large factor in
student success.
Hence, this training course will
familiarize Educators & Teacher
Participants in the virtual learning
scenario. It will also hone their skills in
using technology to support the
teaching-learning process and increase

M
E
T
H
O
D
O
L
O
G
Y
This course will adopt an instructor-led and facilitated
e-learning model, where the content of the course will
be delivered through elements and activities that are
arranged into a chronological order and where each
participant is expected to perform the same tasks and
deliver the same outputs.
The course is scheduled and led by a qualified
instructor and/or facilitator though an online learning
platform.
E-learning content and open educational resources
(OER) for individual study will be integrated with
instructor’s lectures, individual assignments, and
collaborative activities among participants.

M
E
T
H
O
D
O
L
O
G
Y
Learners, facilitators and instructors can use
communication tools such as emails, discussion
forums, chats, polls, whiteboards, application sharing,
and audio and video conferencing to communicate
and work together.
At the end, participants are expected to submit a
technology integrated lesson plan to determine if they
can properly integrate technology in the teaching and
learning process.
Learning activities for the course will be delivered by
an Asynchronous method through online e-learning that
takes place at any time, self‐paced and time‐independent.

International Training on Disruptive Pandemic School Leadership
Management Shift
INTRODUCTION
Research suggests that online learning
has been shown to increase retention
of information, and take less time,
meaning the changes coronavirus have
caused might be here to stay.
The COVID-19 has resulted in schools shut all across the
world.
Globally, over
1.2 billion
children are out
of the
classroom.
As a result, education has
changed dramatically, with
the distinctive rise of e-
learning, whereby teaching
is undertaken remotely and
on digital platforms.
c
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While countries are at different points
in their COVID-19 infection rates,
worldwide there are currently more
than 1.2 billion children in 186
countries affected by school
closures due to the pandemic.
In Denmark, children up to the age of
11 are returning to nurseries and
schools after initially closing on 12 March,
but in South Korea students are responding
to roll calls from their teachers online.
1. Three ways the Corona virus pandemic
could reshape Education
c
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With this sudden shift away from
the classroom in many parts of
the globe, some are wondering
whether the adoption of online
learning will continue to persist
post-pandemic, and how such a
shift would impact the worldwide
education market.
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Even before COVID-19, there was
already high growth and adoption in
education technology, with global
edtech investments
reaching US$18.66 billion in
2019 and the overall market for
online education projected to
reach $350 Billion by 2025.Whether it is language apps, virtual
tutoring, video conferencing tools,
or online learning software, there
has been a significant surge in
usage since COVID-19.
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How is the education sector responding to COVID-19?
In response to significant demand, many
online learning platforms are offering free
access to their services, including
platforms like BYJU’S, a Bangalore-
based educational technology and online
tutoring firm founded in 2011, which is
now the world’s most highly valued
edtech company.
Since announcing free live classes on its
Think and Learn app, BYJU’s has seen a
200% increase in the number of new
students using its product, according to
Mrinal Mohit, the company's Chief
Operating Officer.
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Tencent classroom has been used
extensively since mid-February after
the Chinese government instructed
a quarter of a billion full-time students
to resume their studies through online
platforms.
This resulted in the largest “online
movement” in the history of education
with approximately 730,000, or 81%
of K-12 students, attending classes
via the Tencent K-12 Online School in
Wuhan.
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Tencent is dedicated to being a
“digital assistant”.
Through cutting-edge Internet
infrastructure and technologies, including
Cloud, AI, Big Data Analytics, Security,
Payment, Mini Programs, LBS and others,
we can help various industries upgrade to
digital, and build smart business
solutions.
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Other companies are bolstering capabilities to provide a one-stop shop for teachers and students.
Example, Lark, a Singapore-based
collaboration suite initially developed
by Byte Dance began offering teachers
and students unlimited video
conferencing time, auto-translation,
real-time co-editing, and smart
calendar scheduling.
To do so quickly and in a time of
crisis, Lark ramped up its global server
infrastructure and engineering
capabilities to ensure reliable
connectivity.
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Alibaba’s distance learning solution, DingTalk, had to prepare for a similar influx:
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“To support large-scale remote work,
the platform tapped Alibaba
Cloud to deploy more than 100,000
new cloud servers in just two hours
last month – setting a new record for
rapid capacity expansion”
.
DingTalk CEO, Chen Hang
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Some school districts are forming unique partnerships, like the one between The Los Angeles Unified
School District and PBS SoCal/KCET to offer local educational broadcasts, with separate channels
focused on different ages, and a range of digital options.
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.
Media organizations such as the BBC are also
powering virtual learning; Bite size Daily, launched
on 20 April, is offering 14 weeks of curriculum-
based learning for kids across the UK with
celebrities like Manchester City footballer Sergio
Aguero teaching some of the content.
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What does this mean for the future of
learning?While some believe that the unplanned and rapid move to online learning – with no training, insufficient
bandwidth, and little preparation – will result in a poor user experience that is unconducive to sustained
growth, others believe that a new hybrid model of education will emerge, with significant benefits.
“I believe that the integration of
information technology in
education will be further
accelerated and that online
education will eventually
become an integral component
of school education”
Wang Tao, Vice President of Tencent Cloud
and Tencent Education.
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learning?There have already been successful transitions amongst many universities.
For example, Zhejiang
University managed to get more than
5,000 courses online just two weeks
into the transition using “DingTalk
ZJU”.
The Imperial College London started
offering a course on the science of
coronavirus, which is now the most
enrolled class launched in 2020
on Coursera.
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learning?Many are already touting the benefits: Dr Amjad, a Professor at The University of
Jordan who has been using Lark to teach his students says,
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“It has changed the way of teaching. It
enables me to reach out to my students
more efficiently and effectively through
chat groups, video meetings, voting and
also document sharing, especially during
this pandemic. My students also find it is
easier to communicate on Lark. I will
stick to Lark even after coronavirus, I
believe traditional offline learning and
e-learning can go hand in hand."
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The Challenges of Online Learning
There are, however, challenges to overcome. Some students without reliable internet access
and/or technology struggle to participate in digital learning;
0% 20% 40% 60% 80% 100%
Switzerland
Norway
Austria
Indonesia
this gap is seen across countries and between
income brackets within countries.
For example, whilst 95% of students in
Switzerland, Norway, and Austria have a
computer to use for their schoolwork, only 34%
in Indonesia do, according to OECD data.
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The Challenges of Online Learning
In the US, there is a significant gap between those from privileged and disadvantaged
backgrounds:
all 15-year-olds from a privileged background had a PC to
work on and nearly 25% from disadvantaged backgrounds
did not have.
While some schools and governments have been
providing digital equipment to students in need, such as
in New South Wales, Australia, many are still concerned
that the pandemic will widen the digital divide.
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Is learning online as
effective?
Research shows that on average,
students retain 25-60% more material
when learning online compared to 8-10%
in a classroom.
Students were able to learn faster online;
e-learning requires 40-60% less time to
learn than in a traditional classroom
setting because they can learn at their
own pace, going back and re-reading,
skipping, or accelerating through
concepts as they choose.
For those who have access to the right technology,
there is evidence that learning online can be more
effective in a number of ways.
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effective?
For the full benefit of online
learning, a concerted effort is
required for this structure to
go beyond replicating a
physical class/lecture
through video capabilities,
using collaboration tools and
engagement methods that
promote “inclusion,
personalization and
intelligence”
-Dowson Tong, Senior Executive
Vice President of Tencent and
President of its Cloud and Smart
Industries Group.
The effectiveness of online learning varies amongst age
groups, especially younger ones, that is a structured
environment is required, because kids are more easily
distracted.
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effective?
“Over a period, we have observed that clever
integration of games has demonstrated higher
engagement and increased motivation towards
learning especially among younger students,
making them truly fall in love with learning”,
-BYJU's Mrinal Mohit.
Since children extensively use their senses to learn,
making learning fun and effective through use of
technology is crucial,
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A changing education
imperative
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This pandemic has disrupted an education system that
many assert was already losing its relevance. Scholar
Yuval Noah Harari outlines in his book ‘21 Lessons for the
21st Century’.
How schools continue to
focus on traditional
academic skills and rote
learning, rather than on
skills such as critical
thinking and adaptability,
which will be more
important for success in
the future.

A changing education
imperative
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Could the move to online learning be the catalyst to create a new, more effective method
of educating students?
While some worry that the
hasty nature of the transition
online may have hindered
this goal, others plan to
make e-learning part of their
‘new normal’ after
experiencing the benefits
first-hand.

E-learning post-COVID-19,
is one of the few sectors
where investment has not
dried up. This pandemic had
made clear the importance
of disseminating knowledge
across borders, companies,
and all parts of society.
The importance of disseminating
knowledge is highlighted through
COVID-19
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Major world events are often an inflection point for rapid
innovation e.g. rise of e-commerce post-SARS.
If online learning technology can play a role here, it
is incumbent upon all of us to explore its full
potential.

1. Three ways the Corona virus pandemic could reshape
Education
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Those changes give us a glimpse at how
education could change for the better - and
the worse - in the long term.
With the coronavirus spreading rapidly
across Asia, Europe, the Middle East, and
the United States, countries have taken
swift and decisive actions to mitigate the
development of a full-blown pandemic.
In a matter of weeks, coronavirus (COVID-19) has changed how
students are educated around the world.
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According to the OECD, over 421
million children are affected due to
school closures announced or
implemented in 39 countries. In
addition, another 22 countries have
announced partial "localized" closures.
There have been multiple announcements suspending
attendance at schools and universities.
421
Million
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Education

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These changes have certainly caused a
degree of inconvenience, but they have
also prompted new examples of
educational innovation.
These risk-control decisions have led millions of students into
temporary ‘home-schooling’ situations, especially in some of
the most heavily impacted countries like China, South Korea,
Italy, and Iran.
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Education

1. Three ways the Corona virus pandemic could reshape Edu
I. The coronavirus
pandemic has
changed how millions
around the globe are
educated.
II. New solutions
for education could
bring much needed
innovation.
III. Given the
digital divide, new
shifts in education
approaches could
widen equality gaps.
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I. Education - nudged and pushed to
change - could lead to surprising
innovation.
lecture-based approaches to teaching
entrenched institutional biases
and outmoded classrooms.
COVID-19 has become a catalyst for
educational institutions worldwide to
search for innovative solutions in a
relatively short period of time.
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Hong Kong
Students started learning at home, in February,
via interactive apps.
China
120 million Chinese got access to learning
material through live television broadcasts.
To preempt school closures, Google
Classroom, was utilized in a Nigerian school to
supplement with synchronous face-to-face
video instruction and as a medium to transmit
reading materials
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Lebanon
Students began leveraging online learning, even
for subjects such as physical education.
Students shot and sent over their own videos of
athletic training and sports to their teachers as
"homework," pushing students to learn new
digital skills.
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One student’s parent remarked,
“while the sports exercise took a few
minutes, my son spent three hours
shooting, editing and sending the
video in the right format to his
teacher."

5G technology
‘learning anywhere, anytime’
Learning could become a habit that is
integrated into daily routines — a true lifestyle.
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Traditional in-person classroom learning will
be complemented with new learning
modalities such as:
• live broadcasts
• educational influencers
• virtual reality experiences

II. Public-private educational partnerships could
grow in importance
Collaborative effort among various stakeholders from public
and private sectors aim to utilize digital platforms as a
temporary solution to the crisis.
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Governme
nts
Education
professionals
Publishers
Technology
providers
Telecom
network
operators

a group of diverse constituents was
assembled by the Ministry of Education to
develop a new cloud-based, online learning
and broadcasting platform as well as to
upgrade a suite of education infrastructure
led by the Education Ministry, Ministry of
Industry and Information Technology.
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China

Modern PowerPoint
Presentation
Get a modern PowerPoint Presentation that is beautifully
designed. Easy to change colors, photos and Text. You can
simply impress your audience and add a unique zing.
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readtogether.hk a Hong Kong – based consortium of
over 60 educational organizations,
publishers, media, and
entertainment industry
professionals
provides more than 900 educational
assets, including videos, book
chapters, assessment tools, and
counseling services for free.
Aim: to continue using and
maintaining the platform even after
COVID-19 has been contained.

Educational innovation is receiving attention beyond the
typical government-funded or non-profit-backed social
project.
• Microsoft
• Google
USA
• Samsung
Korea
01
02
• Ping An
• Alibaba
• China
China
03
Investments from private sector in education
solutions and innovation
II. Public-private educational partnerships could
grow in importance
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Corporations are awakening to the strategic
imperative of an educated populace.
The pandemic could
pave the way for
much larger-scale,
cross-industry
coalitions to be
formed around a
common
educational goal.
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III. The digital divide could widen
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“Resilience must be
built into our
educational systems”
—Gloria Tam & Diana El-Azar, Minerva
Project

SKILLS
Needed by
students.
• informed decision making
• creative problem solving
• adaptability
It is also an opportunity to remind ourselves of the skills students need in this
unpredictable world.
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The rapid spread of COVID-19 has demonstrated the importance of building resilience to face
various threats.
• pandemic disease
• extremist violence
• climate insecurity
• rapid technological
change.
THREATS
Brought by
the Pandemic

The quality of learning is heavily dependent on the level and quality of digital access.
60% of the globe’s population is online
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While virtual classes on personal tablets
may be the norm in Hong Kong, many
students in less developed economies rely
on lessons and assignments sent via
Whatspps or email.

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The digital divide could become worse if educational access is dictated
by access to the latest technologies.
When classes transition online, these
children from less affluent families lose out
because of the cost of digital devices and
data plans.
Socioeconomic equality will be further
exacerbated unless access costs decrease
and quality of access increase in all
countries.

‘The school leader as enabler ’
• Practical
• with activities to be carried out with staff, students
and others in school.
3. Transforming teaching-learning process from a teaching culture to a leaning culture
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TESS
-Teacher Education through School - based
Support
-was designed in India to help school leaders
develop their understanding and skills to lead
improvements in teaching and learning in schools.

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These School Leadership, (OER) Open Educational Resource ‘families ’
of units have been aligned with the National College of School
Leadership Curriculum Framework (India) key areas:
1. Perspective on school leadership
2. Managing and developing self
3. Transforming teaching – learning process
4. Leading partnerships

I. What is school culture and
how does it impact on
learning?
A school that is able to develop and maintain a
positive shared culture knows aspects of culture
that are important to develop an effective
learning environment and consciously transmits
these values to its students.
Through collective awareness and action, culture can be used
positively to enhance student learning and achievement, through
small actions like celebrating achievements in public events, or large-
scale projects such as developing democratic processes for teachers,
students and other stakeholders contributing to curriculum reform.
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School culture arises from agreed
collective values, assumptions and
beliefs. These determine the
relationships between stakeholders,
the curriculum, the pedagogy,
resources, organizational
arrangements and infrastructure.
As schools are situated
within a community
with values inherent to
the school coming
from it and in turn
influence it back.
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Research demonstrates that school leaders have a
critical role in ensuring that the culture supports
student achievement (MacNeil et al., 2009).

Positive School Culture According to Character Education Partnership (CEP 2010)
A leader must identify a school’s existing culture before attempting to change it.
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• social climate
• intellectual climate
• rules and policies
• traditions and routines
• structures
• ways of effectively working with
parents
• norms for relationships and
behaviors

CEP (2010) definition of school culture
1. Social climate
Including a safe and
caring environment in
which all students feel
welcomed and valued,
and have a sense of
ownership of their
school; this helps
students in their moral
development
2. Intellectual climate
In which all students in
every classroom are
supported and challenged
to do their very best and
achieve work of quality;
this includes a rich,
rigorous and engaging
curriculum, and a powerful
pedagogy for teaching it
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3. Rules and policies
That hold all school
members accountable
to high standards of
learning and behavior
4.Traditions and
routines
Built from shared
values that honor and
reinforce the school’s
academic and social
standards
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5. Structures
For giving staff and
students a voice in,
and shared
responsibility for,
solving problems
and making
decisions that
affect the school
environment and
their common life
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6. Ways of
effectively
working
with parents
To support
students’
learning and
character
growth
7. Norms for
relationships
and
behaviors
That create a
professional
culture of
excellence
and ethical
practice.

Positive School Culture According to Character Education Partnership (CEP 2010)
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CEP’s definition covers the breadth of
academic and social school life. Every
point can be seen to have a direct
impact on student learning, through
developing a culture of excellence,
ensuring that students feel safe and
listened to.
The National Curriculum Framework
(NCF) states that ‘schools have a major
role to play in ensuring that children are
socialized into a culture of self-reliance,
resourcefulness, peace-oriented values
and health.’

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The NCF mentions the conscious
creation of a culture that has a long-
term, developmental impact, stating
that
‘children cannot wake up one
morning and know how to
participate in, preserve and
enhance a democracy, especially
if they have had no prior personal
or even second-hand experience
of it, nor any role models to learn
from’.
National Curriculum Framework (NCF)

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It specifically mentions the importance of:
• a culture of reading
• a culture of innovation, curiosity
and practical experience highlighting
students’ identities as ‘learners’ and
creating an environment that enhances
the potential and interests of each
student messages that convey
interpersonal relations, teacher
attitudes, and norms and values that
are part of the culture of the school.
National Curriculum Framework (NCF)

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Right to Education Act 2009
The Right to Education Act 2009 (RtE) in developing a positive school culture, states that ‘no
child shall be subjected to physical punishment or mental harassment’.
This calls for school leader to focus on:
• making the school an enabling and
facilitative place for all school children
• providing a stress-free, child-friendly,
learner-centered classroom
environment;
which requires redefining notions of
discipline, punishment and student–
teacher relationships.

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National Program Design and Curriculum Framework (2014)
The National Program Design and
Curriculum Framework (2014)
highlights the need to empower and
develop the capabilities of the school
leader so that the transformed
school proactively nurtures children
and facilitates their all-round
development.

Before understanding the role of school leaders in
establishing, modelling and sharing their vision of a
positive school culture, it is necessary to consider
how different aspects of the culture are enacted in
schools.
Activity 1 will help you to consider your own
understanding of school culture in relation to
the Character Education Partnership (CEP
2010) definition above.
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Activity 1. Identifying examples of positive school culture
Look again at the seven points listed above in the CEP definition of school culture.
For each point, write down in your Learning Diary two examples of how this might be reflected to your
school.
Schoo
l
Cultur
e
2 3 4 5 6
Social
Climate
71
Intellectual
Climate
Rules and
Policies
Traditions
and
Routines
Structures
Ways of
Effectively
Working with
Parents
Norms for
Relationships
and
Behaviors

Activity 1 Identifying examples of positive school culture
For each example you have listed, justify how it would have a positive impact on student learning.
You will have naturally drawn on
examples from your own
experience, and will maybe have
thought of examples of practice that
you feel your school should aim to
implement.
You may notice that the examples
you have thought of range from
something as small as all teachers
saying good morning to students as
they enter classrooms, to something
more substantial such as changing
the classroom pedagogy.

Table 1 Examples of school culture.
Social Climate
• Displaying students’ work
• Greeting students as they
arrive at each classroom
• Providing emotional support to
those students who need it
• Creating a safe, comfortable
learning environment,
including temperature, sight
lines to the teacher,
comfortable seating, etc.
• Staff are not prejudiced and do
not stereotype any students
• All students are included and
valued, whatever their
backgrounds and abilities
Intellectual Climate
• Celebrating success in small
ways (such as verbal
congratulations during a
lesson) or in more grand
events (such as certificates or
prizes at an event with the
local community)
• Setting learning goals for
students that reflect their
personal needs and challenge
them appropriately
• Valuing a questioning,
enquiry or investigative
approach to learning
Rules and Policies
• Developing a behavior
policy jointly with students
and displaying it in all
classrooms
• Discussing the behavior
policy in a school assembly
or other platforms, in the
presence of all the school
management committee
(SMC) members and
teachers
• Ensure all staff use the
behavior policy consistently
Traditions and Routines
• Have time in each assembly
where successes from all
aspects of school and
students’ home life are
celebrated
• Staff and the SMC plan,
organize and attend the
whole range of school
events (sporting, musical,
prize giving, fundraising) to
support their students and
the school community
The examples you thought of for Activity 1 are likely to be context-specific. Table 1 lists some generic ideas
to help you think through the broad range of practical elements that might contribute to a school culture

Table 1 Examples of school culture.
Structures
• Having time each week
where staff or students can
see the school leader
without an appointment
• Developing a school council
or student focus group to
discuss issues that they
want to raise with the staff
• Asking students to evaluate
their experiences in subjects
or courses, or over an
academic year, to help make
improvements
Ways of Effectively Working
with Parents
• Setting up parent discussion
groups to talk about issues
that they want to raise with
you or the staff
• Involving the parents in the
SMC, as mandated by the
RTE Act 2009
• Providing parents with
regular updates on their
child’s progress, but also the
school curriculum and
student successes
Norms for Relationships and
Behaviors
• Students saying ‘Please’ and
‘Thank you’ to teachers but
also – importantly – teachers
saying them to students
• Valuing and respecting the
home language of all students
• Valuing different abilities at all
levels and making
adjustments to that disability
does not exclude students
• Respecting each other as
learners (e.g. listening to each
other, sharing resources
politely and considerately)
The examples you thought of for Activity 1 are likely to be context-specific. Table 1 lists some generic ideas
to help you think through the broad range of practical elements that might contribute to a school culture

I. What is school culture and how does it impact
on learning?
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Having considered the multi-faceted nature of what
is meant by a school’s culture, it should be clear that
there is very little that does not have an impact on
how staff and students experience the school and
affect the learning that takes place.
• the way you lead and manage the staff,
how you communicate your vision of the
school’s development,
• and the relationships and interactions
you have with staff, students and
stakeholders.
As a school leader, this includes:

II. STYLES OF SCHOOL LEADERSHIP
Servant
Leadership
Transactional
Leadership
01
02
Emotional
Leadership03
Case Study: Four school leaders with different
styles
3. Transforming teaching-learning process from a teaching
culture to a learning culture
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04 Transformational
Leadership
an amalgamation of the best
attributes of the other three.
Activity : The role of leadership in determining school
culture
There are four major styles of leadership which apply well in the
educational setting.

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1. Servant Leadership
• takes the focus from the end goal to the people
who are being led.
• There is no sense of self-interest on the part of the
leader, who steps back and supports only the
interests of the followers.
• Guidance, empowerment and a culture of trust are
hallmarks of this style of leadership.
• A servant leader puts complete trust in the
process and in his or her followers, assuming that
those within the organization will align with its
goal.

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1. Servant Leadership
With the focus being so entirely upon the needs of
the people within the organization, the goal of the
organization is nearly completely lost and therefore
not attained. Education happens in the real world,
where unfortunately people have shortcomings and
quite often need guidance in order to get things going
in the right direction. Transformational Leadership
offers that same focus on the individual, while
building an investment in the end goal of the
organization and thereby creating a momentum to
achieve it. Transformational Leadership takes Service
Leadership to the next level.
Primary issue:it’s not viable on an organizational level, in large part because it does not
keep its eye on the prize.

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2. Transactional Leadership
• Give and take is the hallmark of transactional
leadership – it is indeed modeled just like a business
transaction.
• Employers need work done and employees do that
work in exchange for money.
• That “quid pro quo” (“something for something”) is
the heart of the workplace, and everyone is generally
happy with this arrangement, but it only works if
everyone involved sees it that way.
• In education, there is often more at stake for
employees who quite often understand their jobs to
be more than just a simple exchange of services for
money, but rather see their higher purpose.
• Money is therefore not the motivating factor.

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2. Transactional Leadership
This is where transformational leadership can step in to
compliment transactional leadership, taking the whole
process as step further by building upon other forms of
motivation outside of simply the exchange of goods and
services for money. However transformational leadership
only really works of the leader is able to keep up the
charisma and interpersonal relationships which are required
for it to work. When transformational leadership fails, the last
resort is quite often transactional leadership, which is easy
and straightforward, if less than effective in the long term.
The biggest contrast between transformational and
transactional leadership is that the latter is laissez
faire, in which the leader allows employees to do
as they like, whereas the former is completely
hands on and intrusive in its nature.

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3. Emotional Leadership
• concerned with the feelings and motivations of
followers.
• It takes the focus completely to the other side of the
spectrum – demanding that leaders be emotionally
intelligent themselves and then to motivate through
the use of that emotional intelligence.
Emotional leadership and transformational leadership
have a great deal in common with each other. With
emotional leadership, the leader taps into their emotional
center in order to find the path to guiding their followers.
People sometimes argue that transformational leadership
requires that same level of influence over emotions,
however there is a fundamental difference in the two in
that, transformational leadership is by necessity a rational
process rather than an emotional one.

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4. Transformational Leadership
Transformational leadership takes from each of the
other kinds of leadership its best qualities and then
uses those, along with a deep sense of shared
purpose, to motivate subordinates.
While the other forms of leadership focus on one
singular aspect or another, transformational
leadership takes a broad view of the issues
surrounding leadership and then uses those as a
driving force for meeting the overall goals of the
organization.
• For education in particular, transformational
leadership offers the best of everything – from
tapping into the emotions of workers to offering the
compensatory core that is the case for all forms of
business, to guiding from a place of support.

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Since transformational leadership is informed
by all of these various types of leadership, it’s
always a good idea for leaders to learn more
about these other styles so as to offer a
deeper understanding of these forms so as to
offer those in whose service they are the best
support and guidance possible.
References
Transformational leadership is a theory of leadership
that was developed by James Burns (1978)

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3. Transforming teaching-learning
process from a teaching culture to
a learning culture
III. Identifying and analyzing the
culture in your school
Activity: Gathering evidence of the current
school culture
Activity : Working with the team to identify
areas for team improvement

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3. Transforming teaching-
learning process from a teaching
culture to a leaning culture
IV. Developing a positive shared
culture
Activity : Team review of your findings so
far
Activity : Plan of action

SUMMARY
in the elementary school
01
in the secondary school
0
2 Leading assessment
in your school0
3
Supporting teachers
to raise performance0
4
Leading teachers’
professional development0
5
Mentoring and
coaching
0
6
Promoting inclusion in
your school0
7
Managing resources
for effective student
learning
0
8
Leading the use of
technology in your school.0
9

To all Educators adopting New
Trends and Innovation to Teach,
TimothyWooi
Certified HRDF Trainer /
Innovative Lean Consultant &
Kaizen Specialist
THANK YOU!

Disruptive Pandemic School Leadership Management Shift

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