EDUCATIONAL LEADERS

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MODELLING LEADERSHIP: A GROUNDED THEORY ON BECOMING CARING

EDUCATIONAL LEADERS

A Dissertation

Presented to the Faculty of the Educational Leadership Department Graduate Studies - College of Education

De La Salle University-Manila

in Partial Fulfillment

of the Requirements for the Degree of Doctor of Philosophy Major in Educational Leadership and Management

by

Montano L. Agudilla Jr

February 25, 2020

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ACKNOWLEDGEMENTS

Gloria in excelsis Deo et in terra pax hominibus bonae voluntatis.

It is finished and I am extremely grateful to the following:

To my Dissertation Advisor, Dr. Voltaire Mistades for the time, inspirational support, valuable guidance, scholarly insights and persistent encouragement I received throughout the research endeavor

To the entire Br. Andrew Gonzales College of Education and the Educational Leadership and Management Department administrators, faculty and staff for equipping me with competence and honing my skills to deliver this Dissertation, opening new, challenging and exciting opportunities for me and enabling me to see things in school in new lens most especially those who journeyed with me in my academic formation: Dr Voltaire Mistades, Fr. Jay Miranda, Sis Teresa Yasa, Dr.

Amelia Biglete, Dr. Roland Agoncillo, Dr. Atriman Orleans, Dr. Runvi Manguerra and Ms Tina To my Proposal and Final Defense Panelists - Sr. Teresa Yasa, Dr. Ma. Cristina Bate, Dr. Ma.

Lourdes Melegrito, Dr. Abdul Jhariel Osman, and Dr. Anne Marie Ramos, for the feedback and scholarly insights - thank you very much.

To my classmates in the ELM Regular Program for the meaningful sharing of knowledge,

experiences, time and foods. Morse, Gina, Ate Rekha, Dante, Dary, Joy S., Gregg, Dondon, Joy, Fr.

Dominique, Br. Jean, Pastor Runnel, Cynthia, Joy, Rachel, Jaymer, Sarah Ma, Li, Janet, Rose, Haydz, Alphie, Arnel

To the De La Salle Brothers Community in the Philippines for the inspiration and support: Br.

Edgar Esparagoza FSC, Br. Mawell Pajarillo FSC, Br. Armin Luistro FSC and Br. Jun Erguiza FSC.

To my DepEd Family at the City Schools Division of Tayabas City, most especially to our SDS, Gerlie Ilagan, our ASDS, Randy Punzalan, our CID Chief, Imelda Raymundo, our SGOD Chief, Dr Edwin Rodriguez and to the entire Palalenian Family headed by our Principal, Mrs. Evelyn R.

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Palambiano, for the push which I am grateful for.

To all my relatives, friends, fellow ANAKIKO’s and ALFONSINO’s, Tito’s and Tita’s in Pag-ibig sa Diyos Catholic Community, for your prayers, kind assistance, encouragement and support: Loudy Panhay, Joel Boragay, Dindo Cabalsa, Niles Breis, Pat Baloloy, Dex Ferreras, Arnel Manalo, JRex Atienza, Arthur Laguador, Glen Donato, Toti Marquez, Fr.

John Paraon, Fr. Eyong Ramos, Fr. Oca Andal, Fr. Totit Mandanas, Msgr. Tony Obena, Msgr. Lloyd Padillo, Tito Rey and Tita Tess, Tito Willie and Tita Eda, Tito Marius and Tita Ellen, Tito Brix and Tita Nica, Tito Geof and Tita Cristy,

To Doc Glen Prospero and Doc Onin Agoncillo for the generous sharing of research expertise and immense knowledge in doing Classic Grounded Theory study

To the principal of the participant schools of this paper for the kindness and warm welcome:

Maryhill College – Lucena City, Taysan National High School – San Jose, Batangas, Lucban Academy – Lucban Quezon, Canossa Academy – Lipa City, Our Lady of the Holy Rosary School – Tanza, Cavite, Saint Augustine School – Tanza, Cavite, Immaculate Conception – Cubao, Quezon City, Laguna Colleges – San Pablo City, Laguna, Liceo de San Pablo – San Pablo, Laguna, University of Batangas - Batangas City, St. Jerome Integrated School Cabuyao, Inc. – Mamatid, Cabuyao Laguna and Laguna College of Business and Arts – Calamba, Laguna. Also, the principals of these institutions for their insights Tanauan School of Fisheries, Ambulong Tanauan City, Sta Catalina National High School, Candelaria, Quezon and San Diego de Alcala Parochial School

To the entire institution of De La Salle Lipa for the generous contribution to this study and words of encouragement: Integrated School faculty and staff, the DLSL librarians, the PENCIL, Inc., the iLEAD family, and all Lasallian partners especially LSF 13 Family (Reinard, Cestie, Roda, Arnel, Br. Edgar, Joanna and Embel) and the CLCE Department (Ms. Sumcad, Sir Conti, Sir Derf)

To FAPE and its administrators and staff for the financial support they extended

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To my family for making me believe that I can do it, the motivational support and

understanding heart: my caring Inay Cita, my beloved wife, Tina and my loving daughter Gnietzl, Ate Liza, Ate Rosa and family, ate amie and family, Kuya Rado and family, Ate Nancy and family, Kuya Elmer and Family, Ate Dianne and family, the Cabriga family and the Recio family

My sincerest gratitude to all and deepest appreciation of all your support.

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ABSTRACT

This Grounded Theory (GT) study is conducted to determine the main concern of principals in Basic Education Institutions (BEI’s) in the Philippines and how this concern is continually resolved. This is to develop a grounded theory of being caring educational leaders. The twelve principal-participants were purposely selected on the basis of care being in the position for ten years and above. This study is an attempt to explore the life of

educational leaders in BEI’s relative to caring – thus, the becoming of the GT.

Further, this research explored the vitality of the culture of care in educational institutions as it has not been the focus of extant literatures although its effectiveness is affirmed in health institutes (Cara, 2003; Watson, 2005; 2008). Using GT, the researcher penetrated into this school leadership phenomenon. The data were gathered by means of personal interview with the principal-participants. By constantly comparing incidents from incidents in the written, coded, memoed and sorted interview transcripts, the concurring patterns of social behavior – modelling leadership – has emerged from the data as the grounded theory of caring educational leadership.

The findings of the study showed how the principal-participants modelled nurturing unconditional serviceability, integrating collaborative engagement and driving passion for service. The study generated that modelling leadership is a consistent practice of service grounded on ability and humility. It inspires and drives people to active engagement.

Therefore, it is recommended that all education pratitioners should realize the value of care in dealing with people and in creating a happy work space.

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Table of Contents

Chapter 1 Background of the Study

Pages

1.1. Introduction 11 – 17

Objectives of the Study 17 – 18

Significance of the Study Chapter 2 Methodology 2.1. Theoretical Sampling

18 - 19

20 – 24

2.2. Study Methodology 25 – 31

2.3. The GT Research Process 31 – 33

2.3.1. Substantial Coding 34

2.3.2. Selective Coding 35

2.3.3. Theoretical Coding 35 – 36

2.3.4. Memoing 36 – 38

2.4. Ethical Consideration 38

2.4.1. Informed Consent 39

2.4.2. Confidentiality 39

Chapter 3. Results and Discussions Stage 1 Codes and Concepts

Open Coding

Stage 2 Integrating Categories

40 - 44

44 – 81

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Emergence of Lower Order Categories 94 – 119

Emergence of Higher Order Categories 119 - 136

Emergence of Sub-categories 136 – 137

Emergence of Core Category 149 - 151

Audit Trail of Codes, Lower Order Categories,

Higher Order Categories and Sub-categories 152 - 168 Stage 3 Storyline of Modelling Caring Leadership 173 - 175 Scaling Up the Theory of Modelling Caring Leadership 180 - 193 Enfolding Literature in Relation to the Emergent Theory

of Modelling Caring Leadership 193 - 202

Chapter 4

Conclusions 203 - 205

Recommendations 205 - 208

References 209 – 216

Appendices

Appendix A Participant’s Consent Form 217 - 218

Appendix B Choosing Grounded Theory Methodology 219 - 221 Appendix C Theoretical Coding, Memoing, Sorting and

Constant Comparison 222 - 224

Appendix D Data Collection and Analysis 225 - 227

Appendix E Constant Comparison 228

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Appendix F Open Coding 229 - 231

Appendix G Coding Families 232 - 234

Appendix H Theoretical Saturation 235 - 236

Appendix I Extant Literatures 237 - 239

Appendix J Theoretical Sampling 240 - 241

Appendix K Judging the Credibility of CGT 242 - 245

Appendix L Theoretical Sensitivity 246

Appendix M Interchangeability of Indicators 247

Appendix N Emergence of Sub categories 248

List of Tables

Table 1 Theoretical Sample Profile 24

Table 2 Extracts from field notes, initial coding, and memos of

Participant - Principals 55 - 81

Table 3 Memos emanating from interview transcripts and

initial codes 82 - 92

Table 4 Discovering Lower Order Categories in Group 1 94 - 96 Table 5 Discovering Lower Order Categories in Group 2 104 - 105 Table 6 Discovering Lower Order Categories in Group 3 109 - 110 Table 7 Discovering Lower Order Categories in Group 4 114 Table 8 Emergence of Higher Order Categories 120

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Table 9 Group 1 Higher Order Categories 121

Table 13 Emergence of Sub-categories 136 – 137

Table 14 Emergence of the Core Category Driving Inspiring Relationship 150 Table 15 Audit Trail of Codes, Categories and Sub-categories 151 – 168 Table 16 Exploration of Literatures on the Categories of the

Emergent Theory 198 – 199

List of Figures

Figure 1 Theoretical Sampling – Theoretical Saturation 21 Figure 2 Educational Leaders as Perceived by Participant – Principal 1 29 Figure 3 The GT Process Design Used in this Research 32 Figure 4 Sample Open Coding, Selective Coding, Theoretical Coding

and Memoing of Participant – Principal 1 37 Figure 5 Sample Constant Comparison of Codes and Concepts

of Participant – Principal 1 42

Figure 6 Conceptual Relationship: Nurturing

Unconditional Serviceability 138

Figure 7 Conceptual Relationship: Celebrating

Healthy Work Environment 140

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Figure 8 Conceptual Relationship: Optimizing Quality Performance 141 Figure 9 Conceptual Relationship: Integrating Collaborative Engagement 143 Figure 10 Conceptual Relationship: Coping up with Change 144 Figure 11 Conceptual Relationship: Listening with the Heart 146 Figure 12 Conceptual Relationship: Driving Passion for Service 147 Figure 13 Storyline of the Emergent Theory Modelling Leadership 175 List of Boxes

Box 1 Excerpts of an Interview with Principal - Participant 1 26 - 27 Box 2 Example of Coding from Principal - Participant 4

Interview Transcripts 45 - 48

Box 3 Example of Coding from Principal - Participant 9

Interview Transcripts 49 - 53