the distributed leadership practices of the priest-school

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The Distributed Leadership Practices of the Priest-School Directors of the Diocese of Imus Catholic Educational System

A MASTER’S THESIS

Submitted to the Graduate School Faculty of the College of Education in partial fulfillment

of the requirements for the degree MASTER OF ARTS IN EDUCATION

MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

by

Dominador C. Duroy, Jr.

De La Salle University Manila, Philippines

August 2022

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Panel Chair: : Sr. Teresa Yasa FI, PhD

Abstract

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.

Keywords: Distributed Leadership, Hierarchical Leadership, Cognitive Dissonance

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Acknowledgement

I would like to dedicate this thesis to the Diocese of Imus Catholic Educational System for the trust and valuable learning experience as one of its priest-school directors. Deepest appreciation is also granted to the following individuals who served as my inspiration to complete this study:

To Bp. Reynaldo G. Evangelista, D.D. for his encouragement and support to finish my study.

To Fr. Alain P. Manalo for the opportunities and support in building my leadership capacity in leading and managing DICES schools.

To Br. Hans Steven Moran, FSC for journeying with me on this academic endeavor as my adviser and for sharing his expertise for this meaningful work.

To Sr. Teresa Yasa, the panel chair, for her expertise and guidance, as well as the members of the panel defense, Dr. Ma. Cristina Bate and Dr. Voltaire Mistades, for their valuable support and appreciation that made my defense a meaningful learning experience.

To my brother priest-school directors for their participation and sharing their expertise and experiences in leading and managing DICES schools.

To DICES school principals and the teachers for their participation and sharing their knowledge.

To Mr. Dominador Duroy and Mrs. Susan Duroy for the gift of life and wisdom.

To Ymor Gabrielle Colima for her assistance and encouragement.

And above all, to God, for His light has shown me guidance and perseverance.

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Tables

Table 1: Priest-School Directors’ Demographics………..87

Table 2: Looking for Complementarity – Adapting to HL and DL……….…..93

Table 3: Looking for Complementarity – Dealing with the Cognitive Dissonance………….….94

Table 4: Looking for Complementarity - Adapting to Distributed Leadership……….96

Table 5: Looking for Complementarity – Recognizing Other Leadership Styles……….97

Table 6: Looking for Complementarity – Adapting Different Leadership Styles……….98

Table 7: Looking for Complementarity – Discerning for Other Leadership Style………..……100

Table 8: Looking for Complementarity – Experimenting for Appropriate Leadership……...…101

Table 9: Looking for Complementarity – Valuing the Benefits of DL………..……….102

Table 10: Looking for Complementarity and its Subcategories………..………103

Table 11: Changing Leadership Style – Practicing Distributed Leadership………106

Table 12: Changing Leadership Style – Appreciating Distributed Leadership…………...……108

Table 13: Changing Leadership Style and its Subcategories………...………109

Table 14: Living out Church Norms – Priestly Mindset………..………112

Table 15: Living out Church Norms – Church Practices……….113

Table 16: Living out Church Norms and its Subcategories……….114

Table 17: Increasing the Cognitive Dissonance – Practicing Hierarchical Leadership……..….117

Table 18: Increasing the Cognitive Dissonance – Appreciating Hierarchical Leadership…..…119

Table 19: Increasing the Cognitive Dissonance – Valuing the Role of the Church…….…..….122

Table 20: Increasing the Cognitive Dissonance and its Subcategories………...…….123

Table 21: Categories for Research Question 1………...……….124

Table 22: Character – Various Characteristics………...……….128

Table 23: Character Category………...………...…129

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Table 24: Leadership Competency – Lack of Confidence………...………132

Table 25: Leadership Competency – Lack of Leadership Skills………..………...133

Table 26: Leadership Competency – Lack of Leadership Training………...………….134

Table 27: Leadership Competency – Other Factors………..………..135

Table 28: Leadership Competency Category………..………136

Table 29: Leadership Model – Beginners on DL……….138

Table 30: Leadership Model – Lack of Knowledge on DL………...………..139

Table 31: Leadership Model Category………...……….140

Table 32: Perceived Culture – Strong Hierarchical Orientation……….………142

Table 33: Perceived Culture – Weak DL Orientation………..144

Table 34: Perceived Culture Category……….145

Table 35: Process – Practicing DL…………...………148

Table 36: Process - Looking for the Balance………...………150

Table 37: Process – Embracing Different Leadership Styles………..………151

Table 38: Process Category………...………..151

Table 39: Categories for Research Question 2………...………….153

Table 40: Learning on Practicing DL – Appreciation of DL………..………157

Table 41: Learning on Practicing DL – Appreciation of HL………..…………158

Table 42: Learning on Practicing DL – Appreciation of HL and DL………..…...159

Table 43: Learning on Practicing DL – Appreciation of the Process ………...160

Table 44: Learning on Practicing DL – Benefits of DL……….…………161

Table 45: Learning on Practicing DL – Benefits of Teamwork……….……162

Table 46: Learning on Practicing DL – Importance of Process……….………162

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Table 47: Learning on Practicing DL – Realization of School Leadership………163

Table 48: Learning on Practicing DL – Role of Priest-School Director……….164

Table 49: Learning on Practicing DL – Role of Teamwork………165

Table 50: Learning on Practicing DL – Shared Leadership………...……….166

Table 51: Learning on Practicing DL – Other Factors………...……….167

Table 52: Learning on Practicing Distributed Leadership Category……….…….168

Table 53: Strategy on Practicing DL - Appreciating the Process………173

Table 54: Strategy for Practicing DL - Building Trust………174

Table 55: Strategy on Practicing DL - Forming other Leaders………...175

Table 56: Strategy on Practicing DL - Influencing Organizational Change………176

Table 57: Strategy on Practicing DL - Practicing Servant Leadership………...….177

Table 58: Strategy on Practicing DL - Practicing Situational Leadership………...……178

Table 59: Strategy on Practicing DL - Practicing Teamwork………..179

Table 60: Strategy on Practicing DL-Practicing Transformative Leadership……….180

Table 61: Strategy on Practicing DL - Promoting Shared Knowledge and Responsibility….…181 Table 62: Strategy on Practicing DL - Other Factors………..181

Table 63: Strategies for Practicing Distributed Leadership Category……….182

Table 64: Categories for Research Question 3………...….187

Table 65: Summary of Categories from Research Question 1 to 3………...193

the distributed leadership practices of the priest-school