Towards the development of a Filipino servant leadership framework in public and private secondary education schools in the national capital region

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Education Major in Educational Leadership and Management

Subject Categories

Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Runvi Manguerra

Defense Panel Chair

Teresa P. Yasa

Defense Panel Member

Minie Rose C. Lapinid
Ferdinand Pitagan
Maria Virlinda Tee
Jocelyn Cruz


The study developed a Filipino servant leadership framework in the public and private secondary schools in the National Capital Region. Furthermore, the study examined the practice of the Seven Pillars of servant leadership (a person of character, puts people first, skilled communicator, compassionate collaborator, has foresight, is a systems thinker, and leads with moral authority) associated with the principal's approach to leadership among Filipino school leaders based on their teachers perceptions and their own practice of servant leadership.

The study was divided into two phases. In the first phase, a survey was conducted among the teachers of target participants using the Servant Leadership 360 Assessment. The second phase included an examination of the practice of the Seven Pillars of servant leadership using the short-list of the best participants in the survey. This analysis occurred through an in-depth focus interview process to elucidate further how servant leadership is actually incorporated and practiced by the selected participants.

Filipino school leaders understand servant leadership as leading that places the good of those led over self-interest. They practice servant leadership analogous to the Seven Pillars of servant leadership which include leading with strong work ethics, being people-centric, active listener, leading with good team spirit, critical, courageous and determined, and demonstrating positive influence. In addition are additional attributes that are uniquely Filipino in context: leading by being sympathetic, leading with a sense of workplace familism, and exhibiting mental fortitude and resiliency.

The Filipino school leaders tasks are now broadening and intensifying to a newer framework for practice which is servant leadership that can potentially change educational institutions because it stimulates both personal and institutional transformation. If all school leaders transform into servant leaders, infinitely teachers, staff, and school stakeholders will benefit.

Abstract Format




Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 disc; 4 3/4 inches


Servant leadership--Philippines--Metropolitan areas; Leadership--Philippines--Metropolitan areas; Education, Secondary--Philippines--Metropolitan areas

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