Date of Publication
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Education Major in Educational Leadership and Management
Subject Categories
Educational Leadership
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Advisor
Dennis M. Magbanua
Defense Panel Chair
Kimberley Mendoza Migallos
Defense Panel Member
Teresa P. Yasa
Jesus M. Miranda
Anne Marie R. Ramos
Voltaire Mallari Mistades
Abstract/Summary
Addressing a crisis or a period of discontinuity like the COVID-19 crisis varies from situation to situation. Leaders need to consider diversified contexts, the distinct strengths and weaknesses of the organization, and their leadership and management attributes, models, and mechanisms. Different theoretical frameworks developed in the past may not be adequate today or may not be fitted for certain scenarios. Thus, in the context of public basic education, this study investigated how regional directors and division superintendents of the Department of Education understand and practice leadership and management amidst the COVID-19 crisis. The 4 stages of the Constructivist Grounded Theory method of Charmaz (2006; 2014) were employed: data collection through intensive interviews and related documents, iterative coding, memo writing, constant comparison of interview data, theoretical framework development, and reconstructing theory. I interviewed nine (9) selected regional directors and division superintendents of the Department of Education across the country. Data were transcribed, coded, and analyzed using computer-assisted software known as MAXQDA to identify, arrange, and manage the categories and their properties.
Based on the principle of the Constructivist Grounded Theory of Charmaz, I, as the researcher, act as a co-participant in building the theory rooted in interviews. The theoretical framework centers on minding the heart of the educational leaders that caters to collaboration and navigation for effective leadership and management to happen. This refers to possessing a heart that promotes holistic development by working and coming together with stakeholders, both internal and external, and employing deliberate thinking, fostering collaboration as the organization navigates and ensures the continuity of education, a heart that is free from personal motives and biased consumption. This core category, ‘Minding the Heart’ in leading during the pandemic times includes 7 non-linear categories such as (1) leading and managing, (2) planning strategically and managing the risks, (3) being resilient and adaptable, (4) strengthening ethical and moral leadership, (5) fostering innovation and creativity, (6) embracing equity and inclusivity, and (7) practicing mindfulness, which are all equally important in fueling the educational ship into the new waters of uncertainties like the COVID-19 crisis.
I realized that an enormous institution like DepEd is guided by the innermost heart of the leaders, whose collaboration and navigation are the top priority. As it was once said, the heart of a leader is the most important leadership tool (Hyatt, 2024). The major recommendation covers having educational leaders who possess and embrace the wisdom of the heart, for it prospers even in the most difficult situations like the COVID-19 crisis.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Educational leadership—Philippines; COVID-19 Pandemic, 2020-2023
Recommended Citation
Obugan, J. G. (2024). Minding the heart in leading during the pandemic times: A constructivist grounded theory of directors and superintendents’ leadership and management amidst crisis. Retrieved from https://animorepository.dlsu.edu.ph/etdd_elmd/26
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Embargo Period
2-3-2025
