203
Chapter 4 Conclusions and Recommendations Conclusions
Based on the findings of this study, the following conclusions are drawn:
(a) Modelling leadership is a consistent practice of service grounded on ability, humility and availability.
(b) Modelling leadership is the most influential persuasion that a leader could do for it is not simply oral persuasion but action persuasion.
(c) Modelling leadership affects provides a long term and lasting effect to people and the institution because it inspires and drives people to active engagement toward achieving the vision-mission of the institution.
(d) Modelling leadership liberates people’s ideas and moves them to be creative in the best possible means as they are driven by inspiring relationship modelled by the leader - principals themselves.
(e) Modelling leadership concretizes ‘the care’ that educational leaders should have for the institution and for the people. Having no interest but to serve the ‘others.
Generally, the findings of this study show that employees have become more creatively engaged, more innovative and productive when they observe how selfless are their leaders. Therefore, modelling leadership: a grounded theory on becoming caring educational leaders emerged. It engages educational leaders not simply to facilitate the work as an administrator but to be passionate about the work and compassionate to people. It teaches educational leaders to be detached from title, power, authority and prestige and to remove the boundaries between him or her and the
204
people. This moves them together and by association to be committed to the mission and not simply to work. This gives them the confidence that any task could be
performed excellently with 5 C’s namely, communication, coordination, consultation, collaboration and correlation:
1. communication – keeping the communication line open not only downward and upward but from left to right and, if necessary, back to front. This elevates active and dynamic participation of and procrastinates fear in the minds of the people.
2. coordination – gives a strong sense of belongingness among all members of the institution. This explains to people their purpose and stimulates the passion and commitment toward achieving the mission.
3. consultation – promotes trust and openness to the points of view of others. This magnifies people’s participation and builds self-confidence that they are important to the institution and they have something to contribute to leadership in action.
4. collaboration – empowers the people and explains the true spirit of community and the power of sharing in the realization of the institutional vision-mission. With shared mission, shared responsibility, shared purpose, shared meaning and shared leadership the task becomes easy and realizable.
5. correlation - strengthens the bond of relationship between the educational leaders and the people and among the people themselves - respect. When respect is observed in the institution, both human weaknesses and strengths are considered as opportunities for institutional success.
205
People are not intimidated by the leaders because the authority of caring educational leaders is not demanding but motivating. They do not count the mistakes committed by the people but the ‘learnings’ they acquire from these mistakes. In so doing, they build trust and confidence to people and they become more creatively and productively engaged. This is how modelling leadership closes the relational gap between the leaders and the people and discloses humility, the strong foundation of community.
Further, modelling leadership is an effective medicine to the SICK of the
institutional progressive development such as, selfishness, ignorance, complacency and know-it all mentality. It allows care to flow naturally in the entire system of the
institution thereby upholding relationship and genuine care that produces greater, creative and borderless results rather than simply demonstrating care more often which only emphasizes tasks or situations and promotes standardized results. This makes modelling leadership the most crucial step in leading, motivating and driving people to both personal and institutional success.
Recommendations
Based on the conclusions, the researcher recommends A. for further research:
1. Researchers should look into the GT of modelling leadership in Higher Educational Institutions (HEI’s) to find out if there is another emergent modelling leadership that works best in HEI’s.
2. Using phenomenological approach, researchers should investigate the
206
possibility of integrating as well as the integration process of modelling leadership to technology leadership in education given the new normal condition of the society.
3. Other than in the field of education, researchers should also conduct case study about the vitality of modelling leadership in other fields such as, the Church, business and government for they are also dealing with people.
B. for educational leadership and management practice:
1. Educational leaders and managers should consider adopting modelling leadership in motivating people to work and driving them towards achieving their personal goals as well as the institutional goals. They should try practicing action
persuasion and create an inspiring culture of trust and respect that could drive the people to engagement and creativity rather than create a culture of fear and blind obedience by leading through oral persuasion.
2. Educational leaders and managers should deliberate on the value of modelling leadership grounded on humility and care in implementing change. This will give a signal to the people that coping with change is possible and is never a hindrance for growth.
This will also optimize the desire of educational leaders and managers to be relevant even in the digital society.
Educational leaders and managers should consistently lead with care as this has been proven to be worth imitating from the participants of this study. Care removes the boundaries between the leader and the people. It also takes away the fear that limits the performance of the people. So much so that if it has become a
207
culture, the people will be more creative and innovative in a caring work space.
C. for education practitioners in general:
1. All education practitioners should realize the value of care in dealing with the learners, parents, stakeholders and co-workers.
1.1. In dealing with the learners, they should really be role models most
especially because they are the most influential people to them. They are the instruments in the information of the minds of the learners, transformation of their hearts and reformation of their lives. Therefore, whatever they say and do becomes a learning experience to them and would definitely affect their behavior in the society.
1.2. In dealing with the parents, they should manifest care. This will give an interpretation that teachers are also caring for their children. In effect, the parents will be motivated to become partners in the education of their children. They will also be proactive in school and will value caring relationship at home too thereby creating a positive learning environment for their children.
1.3. In dealing with stakeholders, they should show that they are the persons in authority not because they have the power to demand but because they have the power to motivate people. This is more inspiring and will drive them to commitment to service. They will also nurture unconditional serviceability and will become partners of the institution in building projects for the
208 learners. They will be one with the mission.
1.4. In dealing with co-workers, caring is pragmatically useful. When the culture of trust and respect is observed, confidence will be built and this will be the beginning of collaborative engagement among people in the institution. People will also be happy and content with what others can do for the community. Therefore, the educational institution will become a happy work space which is the workshop of productive people.
