A leadership development plan: An innovative model based on an ethical approach

Date of Publication


Document Type


Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Rafael S. Donato, FSC

Defense Panel Chair

Belen B. De Jesus

Defense Panel Member

Carmelita I. Quebengco
Bienvenido Santos
Adelaida L. Bago
Flordeliza C. Reyes


This study determines the basis for a Leadership Development Plan for the SSpS (Missionary Sisters Servants of the Holy Spirit) school system by identifying gaps between the actual and ideal behaviors of the academic leaders based on an innovative trifactor model of leadership behavior drawn from the core values of the educational apostolate of the congregation. It also determines demographic, school and ethical factors that might affect the leadership behaviors of the 161 respondents.Results showed that the 161 leaders were predominantly female (90.1 percent), middle-aged (40.87 years), most (66.5 percent) hold a Bachelor's degree as the highest educational attainment, with 7.65 years experience in leadership position, and 16.02 years of teaching experience. Of the 16 schools, 3 are in Metro Manila and 13 in the provinces 11 in Luzon and 2 in the Visayas. Student population ranged from 89 to 3003. Two schools offer tertiary level curricula and 14 offer primary and secondary level curricula.All the respondents affirmed that a belief system based on the core values of the educational apostolate prevailed in the schools but with varying degrees of concrete manifestations. They expressed agreement with the Vision Mission Goals of the apostolate but were uncertain about the manifestations of the value of life-giving relationship: transparency, openness, communication, teamwork and equality.

Ethical actions and leadership behaviors of respondents showed a 38.2 percent average proportion of choice towards envisioning behavior, 11.2 percent towards engaging behavior and 22.48 percent towards empowering behavior, indicative of the need to improve the practices of sharing information, responsibility and authority of providing choices and of supporting members to develop professional competence.The degree of association between the ethical actions of leaders and their demographic and school factors was tested by Pearson Chi-square test of association. As a whole, significant association was found between the leaders' ethical actions reflective of envisioning behavior and age, educational level, management level position, gender, curriculum level and location between the ethical actions reflective of engaging behavior and position and age and between empowering behavior and curriculum level, age, educational attainment and position.The leadership behavior profile ranged from often (1.98) to always (2.3) showing a slight to substantial association between the envisioning behavior and position, years in position, educational level and age while association between engaging behavior and the leaders' profile were in general, low and not significant. Age, gender, position and years in position, level of curriculum and size of population could significantly explain the variation of the response. Gender, age and educational level, position, locale, experience and curriculum could significantly explain the variation in the choice of empowering behavior.Results indicate gaps in the manifestations of life-giving relationship, and participatory leadership and respondents' low proportion of choice of ethical actions reflective of engaging and empowering behaviors. To bridge these gaps a Leadership Development Plan was designed and recommended to the SSpS school system.

Abstract Format






Accession Number


Shelf Location

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

Physical Description

330 numb. leaves ; computer print-out


Leadership; Educational planning; Educational innovations

This document is currently not available here.