Title

Toward a Conceptual Framework of Filipino Leadership among educational leaders in selected Philippine Higher educational institutions using multi-grounded theory

Date of Publication

2-6-2021

Document Type

Dissertation/Thesis

Degree Name

Doctor of Philosophy in Education Major in Educational Leadership and Management

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Sr. Teresa Yasa

Defense Panel Chair

Dr. Abdul Jhariel Osman

Defense Panel Member

Dr. Ma. Cristina Bate

Dr. Ma. Lourdes Melegrito

Dr. Voltaire Mistades

Dr. Anne Marie Ramos

Abstract/Summary

The purpose of this research is to develop a conceptual framework of Filipino leadership concepts espoused by educational leaders in selected CHED-recognized, autonomous Philippine higher education institutions. Leadership studies are mostly done in the fields of psychology, sociology, ethnography or in organizational management. Many are based on Western concepts; this study is based in the context of Philippine higher education. Findings are based from the analysis of leader-participants’ interview responses, using the multi-grounded theory (MGT) approach developed by Goldkuhl & Cronholm (2003, 2010), which modified the classic methodology addressing its weaknesses and issues.

The study aims to develop a contextually-relevant theorized conceptual framework of Filipino educational leadership. This will benefit not only students, stakeholders, and others involved in the Education sector but also other sectors of society – business, politics, even the Church. Using the Multi-grounded theory approach which employs a rigorous 3-tier grounding process, the present study developed a conceptual framework of Leadership with emerged categories condensed into 2 core categories: Value-based and Economics-driven Leadership in Education. These two core categories were based on the codification, abstraction and theoretical condensation of the empirical data. Further grounding was done by theoretically matching with extant theories and an evaluation of the internal cohesion of the conceptual framework. The emerged conceptual framework can be used for planning academic courses on leadership or for human capital development purposes. Furthermore, it will hopefully contribute to qualitative studies, add to the literature on Leadership particularly in the Philippine context, be a reference for cross-cultural studies on educational leadership and give impetus to further studies on the subject within the local setting. The framework may also impact on the design and development of future curriculums, leadership development programs, or training which directly or indirectly involves leaders and their development within the tertiary/ higher education level.

Abstract Format

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Language

English

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Embargo Period

4-14-2022

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