Date of Publication

8-2022

Document Type

Master's Thesis

Degree Name

Master of Arts 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

Hans Steven Moran, FSC

Defense Panel Chair

Teresa Yasa, F.I.

Defense Panel Member

Ma. Cristina Bate
Voltaire Mistades

Abstract/Summary

This case study examined how the priest-school directors cope with the cognitive dissonance between distributed leadership and hierarchical leadership, which is anchored on the Theory of Distributed Leadership by James Spillane (2006). The aim of the study is to develop a priest-school directors’ leadership framework by coping with cognitive dissonance between their practice of distributed leadership and their hierarchical orientation as priests. To derive answers for the study, twelve priest-school directors of the Diocese of Imus Catholic Educational System (DICES) participated in the study as a single case. This study found that the priest-school directors developed coping practices on specific areas such as complementarity, changing leadership style, practicing Church norms, and increasing their cognitive dissonance. They also identified challenges, strategies, benefits, and learning in their practice of distributed leadership. As such, the priest-school directors developed a leadership framework that is characterized by practicing distributed leadership, forming and empowering leaders, practicing Church norms and culture, and dealing with cognitive dissonance.

Abstract Format

html

Language

English

Format

Electronic

Physical Description

369 leaves

Keywords

Educational leadership; Cognitive dissonance; Leadership--Religious aspects

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Embargo Period

10-12-2022

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