TOWARD A CONCEPTUAL FRAMEWORK OF FILIPINO LEADERSHIP AMONG EDUCATIONAL LEADERS
IN SELECTED PHILIPPINE HIGHER EDUCATIONAL INSTITUTIONS USING MULTI-GROUNDED THEORY
A DISSERTATION PRESENTED TO
THE FACULTY OF THE EDUCATIONAL LEADERSHIP AND MANAGEMENT DEPARTMENT OF THE
COLLEGE OF EDUCATION DE LA SALLE UNIVERSITY
TAFT AVENUE, MANILA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY IN EDUCATION
MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
BY
LORELIE RACHEL C. PARAISO FEBRUARY 2021
ABSTRACT
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
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.
APPROVAL SHEET
This dissertation entitled: Toward a Conceptual Framework of Filipino Leadership among educational leaders in selected Philippine Higher Education Institutions: Using Multi-Grounded Theory prepared and submitted by Lorelie Rachel C. Paraiso, in partial fulfillment of the requirement for the degree of Doctor of Philosophy major in Educational Management and Leadership, has been examined and is recommended for acceptance and approval for final defense.
Sr. Teresa Yasa, PhD Adviser
DISSERTATION REVIEW PANEL
Approved by the Committee on Oral Examination with a grade of _______
___________________________________ ___________________________________
Dr. Cristina Bate Dr. Lourdes Melegrito Member Member
___________________________________ ___________________________________
Dr. Voltaire Mistades Dr. Anne Marie Ramos Member Member
__________________________
Dr. Jhariel Abdul Osman Chairman
Accepted and approved in partial fulfillment of the requirement for the degree of Doctor of Philosophy, major in Educational Management and Leadership.
______________________ _____________________
Dr. Anne Marie Ramos Dr. John Addy S. Garcia Chairperson Dean
Department of Educational Bro. Andrew Gonzales - Leadership and Management. College of Education
ACKNOWLEDGEMENTS
I would like to thank God for His divine inspiration, guidance, intervention, and help in the entire process: in the research, writing, editing, through to the completion of this paper.
I would like to extend gratitude to my adviser, Sr. Teresa Yasa, for her feedback during the process of writing and especially data analysis as well as the overall guidance through to the final draft of this dissertation.
I would like to acknowledge all the higher educational leaders-respondents in this research paper (one posthumously) for their time, participation and contributions to my understanding of Filipino leadership within the Philippines and to Dr. Roberto Borromeo (former Dean of the College of Education, DLSU-Manila) for initiating my interest in the topic and using grounded theory as a method in qualitative research.
Also, acknowledging all of my former professors in the Educational Leadership and Management Department at De La Salle University – Manila, who have in one way or another contributed to the body of knowledge relevant to this research study.
I also would like to thank the panel members and chair of the dissertation defense: Dr. A.J. Osman (chair), Dr. C. Bate, Dr. L. Melegrito, Dr. V. Mistades and Dr. AM. Ramos for their valuable input, critique, and comments to make the paper more coherent and satisfy the requirements and standards of the Educational Leadership and Management department.
I would like to thank a professional colleague and friend, Dr. Ayuk Ausaji Ayuk for his comments (especially in Chapter 4) and encouragement to complete this requirement and obtain the degree, ever since I started on the study more than a decade ago.
This section will not be complete without acknowledging the formal editor of my paper. Thus, my heartfelt thanks and gratitude as well to David C. Dizon, who spent time and effort to correct any mistakes in grammar, citations, referencing and format of this paper. Thank you heaps David!
Another posthumous acknowledgement goes to Dr. Kathy Charmaz, who died last July 2020. I had directly requested for a full text of one chapter from one of her books on grounded theory and theoretical coding and she obliged by sending it to me last February 2020. Thank you for taking the time, Dr. Charmaz, to respond to my request. It could be an assistant, but it could’ve also been you, helping out a fledgling researcher even though you were already sick. May you rest in peace.
Sincere appreciation to Dr. Göran Goldkuhl, primary author of multi-grounded theory, who together with Dr. Stefan Cronholm developed the MGT approach and personally corresponded with me regarding some questions I had on the methodology, for recommending additional articles and recent research to use as reference.
Last but not least, to all my family and friends for their support and encouragement through the years as I endeavoured to complete this dissertation and final requirement for the degree. For this, I am and will always be extremely grateful.
D E D I C A T I O N
This dissertation is humbly dedicated to my Lord Jesus Christ, who has called me to teach, from whom all wisdom, knowledge, and understanding flow. May it be a testament of His unending grace and mercies to anyone who would surrender their lives to Him. It took more than a decade to complete this requirement and without His orchestration, providence, and counsel from Scripture it would not have been possible to complete. This work is also dedicated to my parents who generously and unwaveringly supported me throughout the time of its conduct and completion. Also, dedicating this work to my maternal grandfather who as a medical doctor served selflessly in wherever community he found himself in and taught me at an early age by example what it is to be of service to where you are called. Lastly, dedicating this to all the men and women whom the Lord has used at one point or another to invest something in my life so that whatever seed or potential there is inside could grow and mature for the purpose of equipping others also. All of the above have served to inspire me more than any other.
TABLE OF CONTENTS
Title Page i
Abstract ii
Approval Sheet iv
Acknowledgements v
Dedication vi List of Tables ix
List of Figures xi Chapter Page 1 THE PROBLEM AND RESEARCH QUESTIONS Introduction 1
The Context of the problem 2
Brief background of Leadership concepts 8
Purpose/ Significance of the Study 9 /14 Statement of the Problem and Research Questions 16
Scope and Limitation of the Study 19
2 REVIEW OF RELATED LITERATURE 24
3 METHODOLOGY 94
Research Design 95
Grounded Theory and Multi-grounded Theory (MGT) 97/ 103 MGT Process Flow 110
Sampling Procedure 115
Participants 117
Instruments 120
Data Collection 123
Data Analysis 125
4 RESULTS AND DISCUSSIONS 139
A. Results and Discussions of Data Analysis and the Empirical Grounding process 142
PART 1 From Transcripts to Inductive Codes 143
PART 2. From Inductive to Pattern codes to Theory condensation 145
PART 3 Findings of Initial Theory condensation 146
PART 4 Conceptual Refinement 151
B. Results and Discussions of Theoretical Grounding or Matching with Extant Theories 181
PART 5 Theoretical Grounding: Theoretical validation 182 C. Results and Discussions of Internal Grounding or Cohesion 239 PART 6 Evaluation of Theoretical Cohesion 239 5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS 254
REFERENCES 270-280
APPENDICES 281-433 Coding Process for Each Participant from In vivo to Theory Condensation
Final Research Questions 425 Thornberg’s Informed Grounded Theory (2012) Principles and Arguments for 426 A Priori Review of Literature
Conceptual Refinement : Summary of Stabilised Concepts 430
List of Tables Page Table 1 Philippine results of Leadership Dimensions (Project GLOBE) 31
Table 2 10 Regional Clusters (Project GLOBE) 33
Table 3 Comparison Multi-grounded theory to Grounded Theory 109
Table 4 Participant Profiles 119
Table 5 Sample Coding Process (Exemplars) 136
Table 6 Sample Transcript to Inductive Codes 142
Table 7 Sample Inductive Codes to Theory Condensation 144
Table 8 Classifications of Categories 148
Table 9 Category – Achievement Motive 153
Table 10 Global Mindset Inventory 154
Table 11 Category – Global Mindset/ Perspective 155
Table 12 Category – Exemplars 156
Table 13 Category – Professional Competency. 157
Table 14 Category – Championing Christian Morality and Values 159 Table 15 Category - Education Reform & Development Agenda 161 Table 16 Category – Institutional Differentiation & Valuing 163
Table 17 Category – Institutional Identification 164
Table 18 Category – People Empowerment 166
Table 19 Category – Strategic Collaboration 169
Table 20 Category – Building Human Resources & Capital 171
Table 21 Category – Building Intellectual Capital 173
Table 22 Category – Value-propositioning 174
Table 23 Core Category – Value-based 176
Table 24 Core Category – Economics-Driven 178
Table 25 Core Category – Development Agenda 179
Table 26 Garcia-Marasigan 4-Part Leadership Model 184
Table 27 Leadership Perspectives with Emerged Categories 192
Table 28. GLOBE Cultural Dimensions with Extremes 216
Table 29 Society Clusters according to High or Low Scores 218 Table 30 6 Global Leadership Dimensions (Project GLOBE) 222 Table 31 Leadership Dimension Profile per Societal Cluster 223 Table 32 Summary of Theories for Theoretical Grounding 237
List of Figures Page
Figure 1. Economic Perspectives of Leadership 76
Figure 2. Environmental Characteristics & Leadership Styles 79 Figure 3. Classifications of Review of Related Literature 90
Figure 4. A priori leadership concepts 93
Figure 5. Multi-grounded Theory as a dialectical synthesis 105
Figure 6. MGT Multi-grounding processes 107
Figure 7. Theoretical Matching Process 108
Figure 8. MGT Process Flow 110
Figure 9. Triangulation of Data 112
Figure 10. MGT Theory Development 115
Figure 11. Working Structures of MGT Approach 138
Figure 12. Initial Theory Condensation/ Categories 146
Figure 13. Emergent Theory: Conceptual Framework of Filipino Leadership 147 Figure 14: Multiple Leadership Perspectives (Cimene & Aladano) 188 Figure 15. BATAD Leadership Process Model (Ilac) 195
Figure 16. Filipino Hierarchy of Needs (Andres) 202
Figure 17. Social Framework of Filipino Society 207
Figure 18. Dominant Elements of Gabay Leadership (Jocano) 211 Figure 19. Regional Clustering (10 Clusters) Project GLOBE 217 Figure 20. Country Results of Cultural Dimensions (Project GLOBE) 219 Figure 21. Leadership Dimension Scores for the Philippines (Project GLOBE) 225 Figure 22. Project GLOBE’s Conceptual Model & Aspects corresponding
To Present Study 231
Figure 23. Theoretical matching with 4-Part Model (Marasigan) 233 Figure 24. Theoretical matching with Multiple Perspectives of Leadership 234 Figure 25. Theoretical matching with Batad Leadership Process Model 234 Figure 26a Theoretical matching with Management by Values (Andres) 235
Figure 26b Theoretical matching with MBV 235
Figure 27a Theoretical matching with Management by Culture (Jocano). 236
Figure 27b. Theoretical matching with MBC 236
Figure 28. Theoretical matching to culturally-endorsed leadership theory 237
Figure 29. Leadership Conceptual Framework 251
Figure 30. Historical-Cultural Roots & Conceptualization of Leadership 253
