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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Transformational leadership is a style of leadership where a leader works

with subordinates to identify needed change, creating a vision to guide the change

through inspiration, and executing the change in tandem with committed members

of a group. Transformational leadership serves to enhance the motivation, morale,

and job performance of followers through a variety of mechanisms; these include

connecting the follower's sense of identity and self to a project and to

the collective identity of the organization; being a role model for followers in

order to inspire them and to raise their interest in the project; challenging

followers to take greater ownership for their work, and understanding the

strengths and weaknesses of followers, allowing the leader to align followers with

tasks that enhance their performance. (Bass & Bass 2008)

Some of the basic characteristics of transformational leadership are

inspirational, in that the leader can inspire workers to find better ways of

achieving a goal; mobilization, because leadership can mobilize people into

groups that can get work done, and morale, in that transformational leaders raise

the well-being and motivation level of a group through excellent rapport. They are

also good at conflict resolution.

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Effective leadership in any organization is a crucial component of overall

organizational success. While many aspects of management and leadership are

common to most organizations, colleges and universities present special

challenges both in their fundamental character and in practice. A leader can make

a significant impact on the product of the organization. He or she can improve the

educational and research infrastructure, and thereby improve the products of these

efforts. Deans can foster the development of faculty, staff and students to improve

the quality of work as well as the morale of everyone involved. Improving the

quality of education and student mentoring can result in higher student retention

and more successful graduates, which is a key factor in how deans are judged.

Deans can also be a catalyst for organizational change. If you have something

special to bring to your unit, including improving diversity, increasing the focus

on teaching and learning, developing centers, or increasing interdisciplinary work,

leadership provides an opportunity and resources for effecting such changes.

Transformational leaders passionately believe that they can make a difference by

envisioning the future and creating an ideal and unique image of what universities

can become (Kouzes & Posner 2002).

The study determined the transformational leadership practices of deans

of a private university which at the end will serve as inputs to executive

development plan.
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Background of the Study

The transformational leadership model is associated with positive

outcomes in an organization going through change (Achua & Lussier 2013)

because the leader has a positive influence on employees’ thinking, shifting from

a self-interest focus to a collective-interest focus.

The University in her quest to be in the top 50 university by 2020, faculty

members as well as the support are pressurized with extra responsibilities due to

current and forthcoming quality assurance and accreditation audits which require

additional time and commitment among them. Relative to this, transformational

leadership is vital. According to Bass (1985), the transformational leadership style

is associated with higher job satisfaction and effectiveness among employees.

Kelloway et al. (2012) found a positive relationship between

transformational leadership and employees’ psychological wellbeing, supporting

the understanding of the employee-centered outcomes of transformational

leadership. Organizations encounter a number of challenges that require the

presence of effective change management. The transformational leadership model

integrates the key characteristics of effective management such as: future-oriented

planning, balanced achievements, and inclusive understanding of self and others

(Caldwell et al. 2011). The characteristics of the transformational leader would

seem to be essential to the university during this period of major change.

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Employees need transformational leaders who are able to address a number of

areas in order to achieve the mission of the university

The academic operations among colleges in the university are facing a lot

of pressures because the deans have realized the need to be more transformative

in addressing the challenges set before them. Deans will have to show willingness

to challenge the system in order to turn ideas into actions and to get new products,

processes, and services adopted. They should seek out challenging opportunities

that test their skills and abilities and look for innovative ways to improve their

respective colleges in readiness for the future. Deans, as veritable

transformational leaders, must reclaim the intellectual edge if they are to

demonstrate continued leadership in the learning domain and provide value to the

students and the organizations they seek to serve. They must develop a human

resource network inside and outside their departments and university.

In the light of the foregoing, and being one of the faculty members of a

college, hence arouse my interest to study on the topic.

Theoretical Framework

The study anchors on the four (4) components of transformational

leadership of Bass (1985):

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1. Individualized Consideration – the degree to which the leader attends to each

follower's needs, acts as a mentor or coach to the follower and listens to the

follower's concerns and needs. The leader gives empathy and support, keeps

communication open and places challenges before the followers. This also

encompasses the need for respect and celebrates the individual contribution that

each follower can make to the team. The followers have a will and aspirations for

self-development and have intrinsic motivation for their tasks.

2. Intellectual Stimulation – the degree to which the leader challenges

assumptions, takes risks and solicits followers' ideas. Leaders with this style

stimulate and encourage creativity in their followers. They nurture and develop

people who think independently. For such a leader, learning is a value and

unexpected situations are seen as opportunities to learn. The followers ask

questions, think deeply about things and figure out better ways to execute their

tasks.

3. Inspirational Motivation – the degree to which the leader articulates a vision

that is appealing and inspiring to followers. Leaders with inspirational motivation

challenge followers with high standards, communicate optimism about future

goals, and provide meaning for the task at hand. Followers need to have a strong

sense of purpose if they are to be motivated to act. Purpose and meaning provide

the energy that drives a group forward. The visionary aspects of leadership are
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supported by communication skills that make the vision understandable, precise,

powerful and engaging. The followers are willing to invest more effort in their

tasks, they are encouraged and optimistic about the future and believe in their

abilities.

4. Idealized Influence – Provides a role model for high ethical behavior, instills

pride, gains respect and trust.

Bernard M. Bass (1985), extended the work of Burns (1978) by explaining

the psychological mechanisms that underlie transforming and transactional

leadership. Bass introduced the term "transformational" in place of

"transforming." Bass added to the initial concepts of Burns (1978) to help explain

how transformational leadership could be measured, as well as how it impacts

follower motivation and performance. The extent to which a leader is

transformational, is measured first, in terms of his influence on the followers. The

followers of such a leader feel trust, admiration, loyalty and respect for the leader

and because of the qualities of the transformational leader are willing to work

harder than originally expected. These outcomes occur because the

transformational leader offers followers something more than just working for

self-gain; they provide followers with an inspiring mission and vision and give

them an identity. The leader transforms and motivates followers through his or

her idealized influence (earlier referred to as charisma), intellectual stimulation

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and individual consideration. In addition, this leader encourages followers to

come up with new and unique ways to challenge the status quo and to alter the

environment to support being successful. Finally, in contrast to Burns, Bass

suggested that leadership can simultaneously display both transformational and

transactional leadership.

Research Framework

Non-teaching Faculty Member-

Personnel Respondents
 CASE  CASE
 CBMA  CBMA
 CEIS  CEIS
 CHTM  CHTM
 CMT  CMT
 SLCN  SLCN

Transformational leadership
ultypractices:
Members
 Individualized Consideration
 Intellectual Stimulation
 Inspirational Motivation
 Idealized Influence

Inputs for Executive Development Plan

Figure 1- Research Paradigm

Figure 1 above illustrates the flow of the study. The respondents are the

non-teaching personnel and faculty members of the colleges of Trinity University

of Asia which are represented by the two boxes, who assessed the

transformational leadership practices of deans in terms of individualized

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consideration, intellectual stimulation, inspirational motivation and idealized

influence as represented by the middle box. The output is inputs for executive

development plan which is represented by the last box. Significant difference in

the assessment of the non-teaching personnel and faculty members is determined

as indicated by the broken lines.

Statement of the Problem

The study was conducted to assess the transformational leadership

practices of deans of TUA in terms of individualized consideration, intellectual

stimulation, inspirational motivation and idealized influence which at the end will

serve as inputs for executive development plan.

Specifically, it sought answers to the following:

1. What is the assessment of the non-teaching personnel on the transformational

leadership practices of academic deans of TUA in terms of :

1.1 individualized consideration;

1.2 intellectual stimulation;

1.3 inspirational motivation; and

1.4 idealized influence?

2. What is the assessment of the faculty member-respondents on the

transformational leadership practices of academic deans of TUA in terms of:

2.1 individualized consideration;

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2.2 intellectual stimulation;

2.3 inspirational motivation; and

2.4 idealized influence?

3. Is there a significant difference in the assessment of the two groups of

respondents on the transformational leadership practices of academic deans of

TUA in terms of individualize consideration, intellectual stimulation,

inspirational motivation and idealized influence?

4. Based on the findings of the study, what inputs for executive development plan

can be proposed?

Hypothesis

There is no significant difference in the assessment of the two groups of

respondents on the transformational leadership practices of academic deans of

TUA in terms of individualized consideration, intellectual stimulation,

inspirational motivation and idealized influence.

Significance of the Study

The information laid in this paper will contribute to the following:

To the Deans: Recommendations to be given by the researcher, will serve

as facets for the improvement of their respective leadership.

To Faculty members and Non-teaching Personnel. Improved

leadership practices of the deans would help motivate them to render efficient

service to their constituents.

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To HRDU. The inputs to be given by the researcher will serve as basis for

executive development program of the university.

To the future researchers. This study will serve as basis for future research

on related topic.

Scope and Delimitation

The scope of the study was limited to transformational leadership practices

of deans in terms of individualized consideration, intellectual stimulation,

inspirational motivation and idealized influence.

The respondents were the non-teaching personnel and faculty members of

the following colleges of Trinity University of Asia: College of Arts, Sciences

and Education, College of Engineering and Information Sciences, College of

Hospitality and Tourism Management, College of Medical Technology, and

College of Nursing.

The study was conducted during the School year 2017-2018.

Definition of Terms

The following terms were defined operationally in this study:

Academic Deans. Refer to the middle managers under the supervision of

the Vice president for Academic Affairs of TUA.

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Faculty Members. Refer to the part-time and full-time faculty members

teaching in the selected colleges of TUA

Idealized Influence. Refers to leadership practices of dean wherein he or

she serves as an ideal role model for followers; the leader "walks the talk," and is

admired for this

Individualized Consideration. Refers to leadership practices of dean

wherein he or she demonstrates genuine concern for the needs and feelings of the

faculty members. This personal attention to each faculty member is a key element

in bringing out their very best efforts.

Inspirational Motivation. Refers to leadership practices of dean wherein

she or he shows the ability to inspire and motivate followers. Combined, these

first two I's are what constitute the transformational leader's charisma.

Intellectual Stimulation. Refers to leadership practices of dean

wherein he or she challenges faculty members to be innovative and creative. A

common misunderstanding is that transformational leaders are "soft," but the truth

is that they constantly challenge followers to higher levels of performance.

Non-teaching Personnel. Refers to the employees of the support units of

Trinity University of Asia.

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Transformational Leadership Practices. Refers to the leadership

practices of the academic deans of Trinity University of Asia.

Acronyms

CASE- College of Arts, Sciences and Education

CEIS- College of Engineering and Information Sciences

CHTM- College of Hospitality and Tourism Management

CMT- College of Medical Technology

SLCN- St. Luke’s College of Nursing

TUA. Refers to Trinity University of Asia.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the sources of literature and studies both local and

foreign which have bearing on the present study.

Local Literature

According to Pereda (2011), effective management is more concerned on

the wise utilization of the material resources of the organization. These resources

could easily be available with financial resources at the disposal of the

organization. The determinant of organizational success is dependent on the

degree of the managerial leadership exercise by the executive concern who

handles the wheels towards the attainment of its goals and objectives.

A good manager has a sincere liking for people and he knows how to deal

with them to get them to work cooperatively towards his objectives and goals .

He has the technical, human and conceptual skills and the courage to act

decisively on their assigned task and responsibility. (Ibid., p. 131)

Leaders have different levels of education, training and experiences and

this count so much in the practice of their managerial functions.

Leadership Styles

As cited by Salvador. S.M., et. al., (2009), the main styles of leadership

according to K. Davis and Newstrom are: Autocratic authoritarian style;

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participative or democratic style; Free-rein or laissez-faire style; and paternalistic

style.

Autocratic or Authoritarian Leadership Style. The leader who accepts

McGregor’s Theory X model belongs to this style of leadership. There are

several characteristics of an autocratic leader: The leader centralizes his authority

and power; makes all decisions by himself; structures all the work of his

subordinates; closely supervises and controls all the function and activities of the

workers; always wants that his orders are being followed without any question

from the subordinates; institutes fears and threats, or punishments and penalties to

get things done; tries to motivate his subordinates by satisfying their basic needs

through threats, punishment and penalties; adopts one-way communication, from

the top down the lines; does not listen to suggestions of his subordinates; and

always think that he is the best and most powerful person in the firm.

The advantages of the Autocratic Leadership Style are: provides strong

motivation and high rewards on the part of the leader; decision making is very

fast; all works and activities of subordinates are structured; there is no need to hire

skilled subordinates; it requires subordinates to just follow orders or instruction;

rigid supervision and control of subordinates is done; getting things done with

accuracy and certainty prevails; it avoids delays in decision making.

The disadvantages of the Autocratic Leadership Style are: the leader is

overloaded with many works/job; creates fear, anxiety, discontentment, and

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frustration among subordinates; it discourages subordinates to become creative

and innovative; it discourages two-way communication; the leader is being

isolated from the real situation of the firm; there is no consultation; subordinates

are discouraged to do voluntary work.

Participative/Democratic Leadership Style is the exact opposite of

autocratic leadership. The leaders and their subordinates work as a social and

democratic unit. They have the freedom to express their opinions, suggestions

and recommendations for the improvement of the firm.

Important characteristics of the Participative/Democratic leadership

style: there is presence of delegation and decentralization of authority;

subordinates are given the chance to participate in decision-making; there is two-

way communication process in the firm; mutual interest between superiors and

subordinates are carried on; leader gets the support and cooperation of his

subordinates; the leader and his subordinates work together as a social unit; and

the leader inspires and motivates his subordinates to do their work better.

Advantages of Participative/Democratic Leadership Style: it

promotes quality decisions; there is better cooperation, understanding and

goodwill between superior and subordinates; it inspires and motivates

subordinates to exceed ordinary output; there is better use of resources; it reduces

problems and dissatisfaction of subordinates; organizational changes and

improvements can easily be implemented; it assures organizational stability and

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progress; there is conducive work environment; development of future leaders is

very evident and possible; and it promotes stability and progress of the firm.

Disadvantages of Participative/Democratic Leadership Style:

subordinates might not understand well the firm’s objectives and goals; leaders

might not consider all the opinions and suggestions of the subordinates;

subordinates might not have the proper training and education to do their work on

their own; leaders may be hard up to involve all subordinates in the decision-

making process; if everybody will want to participate, then time shall be very

limited to achieve the firm’s objectives and goals.

Free-rein or Laissez-faire Leadership Style. This leadership style

allows the leader to use his authority and power in a very limited scale. The

leader is giving a wide latitude of freedom to his subordinates in business

operation. In other words, the leader is completely empowering the subordinates

to prepare their own plans, procedures and guidelines, and to make decisions if

necessity dictates them to do so. The role of the leader is just to facilitate his

subordinates in doing their jobs.

Free-rein leadership style is very much applicable to an organization whose

subordinates are highly educated and competent and conscious of their duties and

responsibilities. It is very much successful where subordinates are able to train

and gain good experiences. This style of leadership is good training ground for

future leaders.
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Paternalistic Leadership Style is authoritarian by nature. This style of

leadership is work-centered but considers the interest and welfare of the

subordinates. The leader looks after his subordinates as father looks after his

siblings. The leader always extend his helping hands by providing proper

guidance and encouragement to his subordinates to work harder and better as

members of his own family.

Sometimes this style is otherwise called personalized leadership style.

The leader uses his power and authority personally. The leader maintains

personal and close contacts with his subordinates. The leader maintains good

human relationship with his subordinates, as if they are members of a big family.

On the other hand, the subordinates remain submissive, faithful and loyal to their

leader.

From the book of Miranda (2007), Supervisory Management: The

supervisor who is sensitive to the needs of his employees can couple this ability

with intelligent leadership and use it as a tool to win their help and cooperation.

Each employee responds to different motivations. If the supervisor is kind and

acts as a friend instead of boss of the employees, fair and impartial in his

decisions, he needs not enlist their cooperation in the performance of tasks that

are necessary for the attainment of company goals. The employees are more than

willing to give it to him. Especially so when he is always ready to help them

improve their performance and efficiency geared toward their professional growth
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and development. A kind supervisor has always a niche in the hearts of his

subordinates, who are bound to be loyal to him and look at him with respect.

Such existing pattern of close relationship between the supervisor and the

employees insure a high level of production within the department.

Unfortunately, not all supervisors act with kindness, impartiality and good nature.

On the contrary, there are those who are overbearing, arrogant, and tyrannical in

their ways and behavior as supervisor. As such, there exists an ocean gap in their

relationship. He is more than a slave-driver. He is apt to treat his subordinates

without compassion, without regard that like him they are human beings as well.

Deep inside, the employees do not only resent him both as a human being and as a

supervisor; thee is growing bitterness in them. Under such circumstance, their

attitude is one of indifference-they are not happy on their jobs. They cannot be

expected to do their jobs well to their fullest potential. On their jobs, they work

no better what they are told by their supervisors and no more than that.

Clearly then, if a supervisor is to win the cooperation of his subordinates,

he must first win their acceptance. To be able to do this needs an understanding

of people and must have skills in communicating ideas. At all times, he must

display a kind attitude, warmth and understanding.

Constantino (2007: 8-10), earlier in his book, A Leadership for

Filipinos, listed the criteria of a Filipino leader in terms of how he may respond to

the country’s ills such as poverty, cultural stagnation, and political

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backwardness. The leader must 1) discover the wishes of the people and works

with the people to blaze new paths, 2) involve the people in the restructuring of

society, 3) recognize that leadership is a process and not an end and the leader sets

in motion an “educative force,” 4) have deep confidence in the people and never

to underestimate their wisdom, and 5) acknowledge unity with the people as the

true foundation of leadership.

The essay written by Mendoza, Oliver (2007) ,The “Multiplier Effect” of

Leadership, cited the following: It is often said that a nation’s destiny is

determined not by its people but by its leaders. As the noted historian Thomas

Carlyle put it; “the history of the world is but a biography of great men.” Indeed,

there are countless books and research studies which validate this adage. Experts

often point to leadership as a vital factor in eventual outcomes: good leadership

leads to development while bad leadership results to underdevelopment. The

World Bank Institute was even able to measure precisely the “multiplier effect” of

good leadership, which it claims translates to a 400% increase in incomes per

capita in the long run, improvement in infant mortality from 2.5 to 4 times, and

improvement in literacy rates by 15% to 25%. Bad leadership, on the other hand,

results to maladministration, erosion of the rule of law, graft and corruption, and

underdevelopment.

Foreign observers are often puzzled why the Philippines continues to lag

behind its Southeast Asian neighbors when our “East Meets West” culture and
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abundant natural resources should have given us an added advantage in a

globalizing world economy. To be sure, the average Filipino is no less intelligent

and no less hard-working than the typical Malaysian or Singaporean.

Foreign Literature

According to Bass (1985), transformational leadership encompasses

several different aspects, including:

 Emphasizing intrinsic motivation and positive development of followers

 Raising awareness of moral standards

 Highlighting important priorities

 Fostering higher moral maturity in followers

 Creating an ethical climate (share values, high ethical standards)

 Encouraging followers to look beyond self-interests to the common good

 Promoting cooperation and harmony

 Using authentic, consistent means

 Using persuasive appeals based on reason

 Providing individual coaching and mentoring for followers

 Appealing to the ideals of followers

 Allowing freedom of choice for followers

Transformational leaders are described to hold positive expectations for followers,

believing that they can do their best. As a result, they inspire, empower, and
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stimulate followers to exceed normal levels of performance. Transformational

leaders also focus on and care about followers and their personal needs and

development. Transformational leaders fit well in leading and working with

complex work groups and organizations, where beyond seeking an inspirational

leader to help guide them through an uncertain environment, followers are also

challenged and feel empowered; this nurtures them into becoming loyal, high

performers.

Dulewicz & Higgs (2005) described the transformational model as the

dominant approach to studying leadership. Transformational leadership sought to

motivate others by appealing to higher ideals and moral values, with the relevant

leaders being expected to create a sense of trust, incorporating long-term vision,

empowerment and coaching. The transformational leader was an effective agent

of change, who thought beyond the conventional bounds of the immediate

situation and identified opportunities for growth and increased effectiveness

(Maurik, 2001).

Dulewicz & Higgs (2005) described the transformational model as the

dominant approach to studying leadership. Transformational leadership sought to

motivate others by appealing to higher ideals and moral values, with the relevant

leaders being expected to create a sense of trust, incorporating long-term vision,

empowerment and coaching. The transformational leader was an effective agent

of change, who thought beyond the conventional bounds of the immediate

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situation and identified opportunities for growth and increased effectiveness

(Maurik, 2001). Without enough leaders, the vision, communication, and

empowerment that were at the heart of transformation will simply not happen well

enough or fast enough to satisfy needs and expectations (Kotter, 1996). The

concept of transformational leadership, a component of Bass and Avolio’s full

range leadership theory was one of the most widely researched paradigms in the

leadership field and had shown substantial validity for predicting a number of

outcomes including leader performance 16 and effectiveness ratings in addition to

follower satisfaction and motivation (Judge & Piccolo, 2004; Sashkin & Sashkin,

2003).

Shin and Zhou (2003) found that transformational leadership positively

related to follower creativity, followers’ conservation, and intrinsic motivation.

Transformational leadership boosted intrinsic motivation and provided intellectual

stimulation; the followers were encouraged to challenge the status quo and the old

ways of doing things.

Kaur (2012) argues that leadership theories are classified into four

categories: trait approach, behavioral approach, contingency or situational model,

and full range leadership model. There are many theories on leadership and while

no one theory is dominant, some are more popular than others

Drenkard (2012) opined:Prior to the 1900s, the Great Man theory of

leadership was the core concept of all leadership literature . The Great Man theory
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presumes that leaders are born and; therefore, cannot be made. The Great Man

theory centers on innate qualities and characteristics including a high degree of

intelligence, energy, and moral force. The Trait Approach arose from the Great

Man theory as a way of identifying the key characteristics of successful leaders .

The emphasis, therefore, is on identifying the qualities of good leaders. However,

even if we examine leadership from a traits standpoint, theorists have provided an

extensive range of traits.

Honeycutt et al. (2013) offer made an overview of research on the Big Five

personality factors (conscientiousness, agreeableness, neuroticism, openness, and

extraversion), which some researchers labelled as the “CANOE” personality

model, and the degree to which each has been linked to leadership. Honeycutt et

al. (2013) state that although the review revealed a relationship between the Big

Five personality factors and leadership, other specific traits like intelligence, self-

confidence, determination, sociability, and integrity could represent more

effective leadership.

Similarly, Derue et al (2011) reviewed and integrated the literature on

leader traits and behaviors, and suggested that the traits of conscientiousness,

extraversion, and agreeableness are important predictors of success for leadership

roles. Effective leaders who have high conscientiousness, extraversion, and

agreeableness tend to improve the performance of the groups they lead. The

problem with the trait approach lies in the fact that although several studies were
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carried out to identify the desirable qualities, no universal set was agreed upon,

and almost as many traits were identified as studies undertaken.

Goertzen (2012) found that transformational leadership plays a major

role in solving conflict situations. The transformational leader is able to detect

dissatisfaction among his followers and take the initiative to diagnose and resolve

their concerns.

According to Michie & Zumitzavan (2012, p. 906) leadership largely

contributes to organizational effectiveness and it is defined as “the capability of

the manager to direct, inspire and motivate their employees to produce greater

work than their normal level of performance”. The level of organizational

productivity is highly affected by leadership style. The key issue is that leadership

is important therefore we need to consider what effective leadership is; thinking

of leadership as styles is one way to consider the effectiveness in leadership.

According to Amagoh (2009), the lack of effective leadership has a major

impact on the ability of the organization to implement and sustain strategic

change plans.

According to Hui-Chin & Tsui-Yang (2012), leadership mainly focuses on

inspiring and encouraging team activities in the direction of achieving their own,

or the organization’s, goals.

Kark and Shamir (2002) found transformational leadership to be a

multifaceted, complex, and dynamic form of influence in which leaders could

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affect followers by highlighting different aspects of the followers’ social self-

concept and change their focus from one level to another.

The Leithwood Model of Transformational School Leadership

Transformational school leaders persuade, inspire and motivate others to

achieve results. This occurs not through the offer of rewards (transactional), but

by tapping into the intrinsic values of staff and shaping those values to be

consistent with the school’s mission, vision and values (Lashway, cited in Smith

& Piele, 2006 p. 90). In fact, research indicates that transactional leadership

behaviors have no consequential impact on school reform Based upon this meta-

analytic study by Dumdum and colleagues,

Leithwood and Jantzi (2005) suggest that, “there is no justification, in our

view, for continuing to measure it or report the results of studies that do measure

it”.

Leithwood’s model is conceptualized here as follows:

Setting Directions

1. Build a school vision - Transformational leaders take a leading role in

developing and articulating an organizational vision. This extends beyond the

creation of goals to something deeper where the leader uses all available

opportunities to communicate and clarify the school’s vision to all members of the

school community. Vision as a key leadership quality consistently emerges in

research on principal effectiveness.

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2. Foster consensus about and commitment toward group goals -

Transformational leaders illicit cooperation by motivating teachers and others to

work toward shared goals. Where transactional leaders work within the

framework of a contract, transformational leaders build relationships around a

covenant What the transformational leader helps to create is a culture where

members examine their practices in the light of this covenant and hold themselves

accountable to it. Across the organization, the transformational leader helps to

create consistency between individual goals, group goals and the vision and

makes use of and reference to goals in the decision- making process.

3. Hold high expectations for performance - Throughout the process of

communicating core organizational values, the transformational leader helps all

stakeholders understand that these values are non-negotiable. The leader here is

unwavering in the practice of student-centered decision-making. Hard work,

innovation, and professionalism are expected of others and embedded criteria for

hiring new staff.

Developing People

4. Provide Intellectual Stimulation - Followers report that transformational school

leaders compel them to reconsider basic assumptions about the work they do with

and for students. The leader accomplishes this by encouraging staff to try new

practices, evaluate and modify work as needed, and search for new ideas and

information. Furthermore, the leader seeks new ideas from other schools, publicly
 27

recognizes quality performance and positive attitudes, and helps followers

understand that risks taken and mistakes made as part of the improvement process

are acceptable.

5. Offer individualized support - The transformational leader is accessible and

approachable. The leader provides extended training as needed with the necessary

resources to help individuals develop new skills and competencies. Although the

transformational leader treats all followers equally, time and effort is spent getting

to know individual teachers in order to recognize and understand their strengths,

weaknesses, needs and interests.

6. Model desirable practices and values - The success of the organization is

exemplified by those who lead by doing rather than telling. Transformational

leaders model that which they expect from others. Their decision-making

demonstrates the value of considering problems from multiple points of view. The

energy, enthusiasm, sense of humor, respect, and openness to feedback shown by

the leader inspires dedication in those who follow.

Redesigning the Organization

7. Develop a collaborative school culture - By emphasizing teacher collaboration

as part of the school’s vision and creating norms of excellence, care and respect

for students and staff, the transformational leaders works to strengthen the school

culture. “Small acts can have the biggest long-term effect: giving recognition to

those who support the school’s core values; telling stories that connect the
 28

school’s past, present and future; and finding room for the idiosyncratic little

rituals and celebrations that bind people together” .

8. Create structures to foster participation in school decisions - Leithwood

proposes that authority and influence are shared beyond the transformational

leader. In his model “power is attributed by organizational members to whomever

is able to inspire their commitments to collective aspirations, and the desire for

personal and collective mastery over the capacities needed to accomplish such

aspirations”

9. Create productive community relationships- All stakeholders must buy into the

process of systemic transformational change. One of the key strategies for the

transformational leader in this process is to bring internal and external

stakeholders together through important linkages of communication (Duffy,

2006). After identifying key external stakeholders, they can be divided into one of

four groups including those the leader trusts who (1) do and (2) do not agree with

the change agenda, and those the leader does not trust who (3) do and (4) do not

agree with the change agenda. From there, the leader should implement a

communication plan that accomplishes the following: offers a clear and simple

case for the school’s mission; communicates the learning needs of students;

shares how the plan will meet learning needs and transform the school system;

outlines consequences for success and failure; and consistently repeats the above

message to external stakeholders.

 29

According to Bartram,R and Callinan (2002), leadership is about

influencing people such that they come to share common goals, values and

attitudes, and work more effectively towards the achievement of

the organization’s vision. Management is about keeping an existing system

running, whereas leadership is about creating it, developing it or changing its

direction. Confusion is sometimes generated by the fact that it is difficult to

conceive of a person who has leadership skills without that same person also

having management skills. While they may be conceptually distinct, they are in

practice found side by side. For that reason, individual assessments need to

consider both.

The discussion of leadership in the book, Management by Robbins, S. and

Coulter, M. (2012) states: Leadership is what leaders do. It’s a process of leading

a group and influencing that group to achieve its goals. Leaders and leadership,

like motivation, are organizational behavior topics that have been researched a lot.

Leadership research in the 1920’s and 1930’s focused on isolating leader traits-

that is characteristics-that would differentiate leaders from non-leaders. Some of

the traits studied includes: physical stature, appearance, social class, emotional

stability, fluency of speech and sociability.

Researchers eventually recognized that traits alone were not sufficient for

identifying effective leaders since explanations based solely on traits ignored the

interactions of leaders and their group embers as well as situational factors.

 30

Possessing the appropriate traits only made it more likely that an individual would

be an effective leader.

Several studies on Leadership Behavior Theories were conducted as cited

in the book of Robbins, S., (2012) to wit: The University of Iowa studies explored

three leadership styles to find which was the most effective and concludes that

democratic style of leadership was most effective, although later studies showed

mixed results.

From the study of Ohio State: High-high leader (high in consideration and

high in initiating structure) achieved high subordinate performance and

satisfaction, but not in all situations.

The study of University of Michigan concludes that employee-oriented

leaders were associated with high group productivity and higher job satisfaction.

The Managerial Grid posits that leaders performed best with a 9,9 style

(high concern for production and high concern for people)

As cited in the book, Introduction to Leadership(Concepts and Practice)

by Peter G. Northouse (2012): The meaning of leadership is complex and includes

dimensions. For some people ,leadership is a trait or an ability, for others it is a

skill or a behavior, and for still others it is a relationship or process. In reality,

leadership probably includes components of all of these dimensions. Each

dimension explains a facet of leadership.

 31

In considering these various definitions of leadership and based on your

conceptualizing leadership questionnaire results, which dimension seems closest

to how you think of leadership? How would you define leadership? Answers to

these questions are important because how you think about leadership will

strongly influence how you practice leadership.

There is a strong demand for effective leadership in society today .This

demand exists at the local and community levels, as well as at the national level,

in this country and abroad. People feel the need for leadership in all aspects of

their lives. They want leaders in their personal lives, at school, in the work setting,

and even in their spiritual lives. Everywhere you turn, people are expressing a

need for strong leadership.

When people ask for leadership in a particular situation, it is not always

clear exactly what they want. For the most part, however, they want effective

leadership. Effective leadership is intended influence that creates change for the

greater good. Leadership uses positive means to achieve positive outcomes.

Furthermore, people want leaders who listen to and understand their needs and

who can related to their circumstances. The challenge for each of us is to prepared

to lead when we are asked to be a leader.

All of us at some time in our lives will be asked to show leadership. When

you are asked to be a leader, it will be both demanding and rewarding. How you

approach leadership is strongly influenced by your definitions of and beliefs about

 32

leadership. Through the years, writers have defined leadership in a multitude of

ways. It is a complex, multidimensional process that is often conceptualized in a

variety of ways by different people. Some of the most common ways of looking at

leadership are as a trait, and ability, a skill, a behavior, a relationship or a process.

The way you think about leadership will influence the way you practice

leadership.

In recent years, the study of leadership skills has captured the attention of

researchers and practitioners alike. Skills are essential to being an effective leader,

Unlike traits that are innate, leadership skills are learned competencies. Everyone

can learn to acquire leadership skills. There are three types of leadership skills:

administrative skills, interpersonal skills, and conceptual skills.

Often thought of as unexciting, administrative skills play a primary role in

effective leadership. These are the skills a leader needs to run the organization and

carry out its purposes. These are the skills needed to plan and organize work.

Specifically, administrative skills include managing people, managing resources,

and showing technical competence.

A second type of skills are interpersonal skills, or people skills. These are

the competencies that a leader needs to work effectively with subordinates, peers,

and superiors to accomplish the organization`s goals. Research has shown

unequivocally that interpersonal skills are of fundamental importance to effective

 33

leadership. Interpersonal skills can be divided into being socially perceptive,

showing emotional intelligence, and managing interpersonal conflict.

A leader also needs conceptual skills. Conceptual skills have to do with

working with concepts and ideas. These are cognitive skills that emphasize the

thinking ability of a leader. Although these cover a wide problem solving,

strategic planning, and creating vision.

In summary, administrative, Interpersonal, and conceptual skills play a

major role in effective leadership. Through practice and hard work, we can all

become better leaders by improving our skills in each of these areas.

The leader has the following five main responsibilities according to Vicere

(2011):

• The Strategist who shapes the future.

• The Executor who is a main proponent in making things happen.

• The Talent Manager who engages in the talent pools both inside and

outside of the company environment.

• The Human Capital Developer who plays a part in building the next

generation.

• The individual proficient in investing in him or herself, since no

time to self for reflection and rest can cause burnout.

According to Hughes, R. et.al.,( 2009) values play such a central role in a

person`s psychological makeup, they have a profound effect on leadership. First

 34

and foremost, it is important to understand that values play a key role in the

choices made by leaders. Values are a primary determinant in what data are

reviewed by leaders and how they define problems. Leaders with strong

commercial values are likely to focus on financial result and shortcomings; those

with strong Aesthetic values are more likely to review quality indicators. Values

also affect the solutions generated and the decisions made about problems. Values

also help leaders choose right from wrong, and between ethical and unethical

behavior.

Values not only affect the choices make about what is and what is not

important, they also have an impact on the choices leaders make about direct

reports. Leaders tend to like followers with similar values and dislike those with

dissimilar values. If you know nothing about a person except his or her values,

and those values were similar to your own, then it would be very likely that you

would like this individual. The opposite is also true. Because unstructured

interviews are a very common selection technique, in most cases these are more

valued than competence-based assessments. Although hiring direct reports with

similar values will make the decision-making process much easier, in many trees.

It is also important to note that there is nothing right or wrong, or good or

bad, about any of these work values; some leaders think making money is very

important, other leaders believe that their most important responsibility is helping

others, and other leaders may believe being in the limelight or living a life
 35

according to one`s religious beliefs to be very important. Leaders are motivated to

act in ways consistent with their values, and they typically spend most of their

time engaged in activities that are consistent with their values. Similarly, as

individual’s, leaders and followers are not particularly motivated to work on

activities that are inconsistent with their values.

Leaders face dilemmas that require choices between competing sets of

values and priorities, and the best leaders recognize and face them with a

commitment to doing what is right, not just what is expedient. Of course, the

phrase doing what is right sounds deceptively simple. Sometimes it will take great

moral courage to do what is right, even when the right action seems clear. At

other times, though, leaders face complex challenges that lack simple black-and-

white answers. Whichever the case, leaders set a moral example to others that

becomes the model for an entire group or organization, for good or bad. Leaders

who themselves do not honor truth do not inspire it in others. Leaders mostly

concerned with their own advancement do not inspire selflessness in others.

Leaders should internalize a strong set of ethics, principles of right conduct or a

system of moral values.

Both Gardner and Burns (2012) have stressed the centrality and

importance of the moral dimension of leadership. Gardner said leaders ultimately

must be judged on the basis of a framework of values, not just in terms of their

effectiveness. He put the question of a leaders relations with his or her followers
 36

or constituents on the moral plane, arguing (with the philosopher Immanuel Kant)

that leaders should always treat others as ends in themselves, not as objects or

mere means to the leaders ends (which, however, does not necessary imply that

leaders need to be gentle in interpersonal demeanor or “democratic” in

style).Burns took an even more extreme view regarding the moral dimension of

leadership, maintaining that leaders who do not behave ethically do not

demonstrate true leadership.

Whatever: true leadership” means, most people would agree that at a

minimum it would be characterized by a high degree of trust between leader and

followers. Bennis and Goldsmith describe four qualities of leadership that

engender trust. These qualities are vision, empathy, consistency, and integrity.

First we tend to trust leaders who create a compelling vision: who pull people

together on the basis of shared beliefs and a common sense of organizational

purpose and belonging. Second ,we tend to trust leaders who demonstrate

empathy with us-who show they understand the world as we see and experience

it. Third, we trust leaders who are consistent. This does not mean that we only

trust leaders whose positions never change, but that changes are understood as a

process of evolution in light of relevant new evidence. Fourth, we tend to trust

leaders whose integrity is strong, who demonstrate their commitment to higher

principles through their actions.

 37

Another important factor impacting the degree of trust between leaders and

followers involves fundamental assumptions people make about human nature.

Several decades ago, Douglas McGregor explained different styles of managerial

behavior on the basis of people`s implicit attitudes about human nature, and his

work remains quite influential today.

Followers level of satisfaction is an important ingredient in a leader`s

ability to drive change. Followers who are relatively content are not apt to change;

malcontents are much more likely to do something to change the situation.

Although employees satisfaction is an important outcome of leadership, leaders

who want to change the status quo may need to take action to decrease employee

satisfaction levels. Followers emotions are the fuel for organizational change, and

change often requires a considerable amount of fuel. The key for leadership

practitioners is to increase dissatisfaction to the point where

followers are inclined to take action, but not so much that they decide to leave the

organization. So what can leaders do to increase follower dissatisfaction levels?

Probably the first step is to determine just how satisfied followers are with the

current situation. This information can be gleaned from employee satisfaction

surveys, grievance records dissatisfaction, leaders can talk about potential

competitive, technology, or legal threats or employee concerns about the status

quo. They can also capitalize on or even create some type of financial or political

crisis, benchmark against

 38

other organization, or substantially increase performance standards. All of these

actions can potentially heighten follower`s emotional levels, however, leaders

must ensure that these emotions are channeled toward the leader`s vision for the

organization.

As cited by Griffin, et.al.(2011), the three primary approaches to

leadership through the eyes of the followers are transformational leadership,

charismatic leadership, and attributions of leadership.

Transformational leadership focuses on the basic distinction between

leading for change and leading for stability. According to this viewpoint, much of

what a leader does occurs in the course of normal, routine work-related

transactions-assigning work, evaluating performance, making decisions, and so

forth. Occasionally, however, the leader has to initiate and manage major change

such as managing a merger, creating a work group, or defining the organization’s

culture. The first set of issues involves transactional leadership whereas the

second entails transformational leadership.

Transactional leadership is essentially the same as management in that it

involves routine, regimented activities. Closer to the general notion of leadership,

is transformational leadership, the set of abilities that allows the leader to

recognize the need for change, to create a vision to guide that change, and to

execute the change effectively.

 39

Charismatic leadership is based on the leader’s personal charisma. All else

being equal, then, some with charisma is more likely to be able to influence others

than someone without charisma; characterized by three fundamental attributes:

envisioning, energizing and enabling. Charismatic leaders can be a powerful force

in any organizational setting.

Transformational Leadership Theories

Pro's

 Transformational leadership theories emphasizes the task and

organizational integrity and this helps focus one's attention to more

appropriately defining a task.

 The transformational theories emphasizes cooperation, ethics and

community in addition to the higher human values.

 Long-range goals are emphasized which leads to increasing the

survivability of a system.

 It has been showed in studies, such as in gaming theory, that cooperation,

as opposed to competition, is more successful in achieving goals.

 Transformational leadership theories are adaptive and can be tailored to

support the fulfillment of the most pressing of needs in people.

 There is greater stability of a leader's position, as there is greater support

by those who are being led.

 40

 Transformational leadership theories can bring harmony to a situation that

could otherwise be exacerbated by a quarrelsome organization.

 If one has an educated population, transformational leadership theories are

more likely to work.

Con's

 Even if everyone is motivated to do a task it does not assure a successful

completion of that task. Over-enthusiasm for the leader may cloud the

group's judgment as to whether the objectives of an organization are

realistic.

 There can be over-dependence upon the leader.

 Members of the organization may resent that their ability to act as

individuals has been restricted.

 People have different personalities, and some may be more ambitious than

others may, with the latter feeling as if they are being pushed beyond their

capacities.

 Some individuals may work better as individuals as opposed to

collaborating in a team environment.

 There may be cases when it is difficult to assess whether there is

cooperation or mere conformity. People may want simply to "go along to

get along".
 41

 There is the danger of the presence of personality cults, where a leader is

so revered that s/he is only the personality that drives activity.

 The enormity of a task and a fractious or highly competitive environment

may compromise the ability of a leader, applying the concepts of

transformational leadership theories, to gain consensus.

http://www.leadership-central.com/transformational-leadership-

theories.html#axzz5B2SwETJu

Elmore (2003) suggests five parameters in order to attain a shared

approach toward leadership among system-level administrators to address all

levels of school improvement:

1) Internal accountability precedes external accountability; educators are usually

people to whom things happen, not people who make things happen.

2) Improvement is a developmental process that progresses in stages; it is not a

linear process. Teachers, leaders and students learn in part by tearing down old

preconceptions, trying out new ideas and practices, and working hard to

incorporate these new ideas and practices into our operating model of the world.

3) Leadership is a cultural practice. Leaders understand that improving school

performance requires transforming a fundamentally weak instructional core and

the culture that surrounds it into a strong body of knowledge about powerful

teaching and learning that is accessible to those who are willing to learn it.
 42

4) Powerful leadership is distributed because the work of instructional

improvements is distributed. Schools that are improving seldom, if ever, engage

exclusively in role-based professional development, that is, professional learning

in which people in different roles are segregated from one another. Instead,

learning takes place across roles. Improving schools pay attention to who knows

what and how that knowledge can strengthen the organization.

5) Knowledge is not necessarily where you think it is. Most of the knowledge

about improvement is in the schools where improvement is occurring, and most of

those schools are, by definition, schools with a history of low performance.

Local Studies

The study of Ramos,N. P. (2014) determined the relationship between

transformational leadership of the PS Bank managers in the province of Batangas

and the job satisfaction of PSbank employees. Specifically, it aimed to determine

the level of transformational leadership of PS Bank Managers and the level of

employee satisfaction of the PS Bank Batangas branches and to test if such

transformational leadership relate with their employee satisfaction. Descriptive

type of research was utilized in the study.

Results showed that the managers of PS Bank Batangas Branches fairly

often practice the transformational leadership style. The employees of PS Bank

Batangas Branches are satisfied with their job. The greatest factors that influence
 43

their satisfaction are compensation and job security. The data also show that the

transformational leadership style of managers of PS Bank Batangas Branches

significantly affects the employee’s satisfaction in terms of their communication

with their employees. A proposed measure to enhance the transformational

leadership style of the managers of PS Bank has been formulated to increase the

level of job satisfaction among its employees.

The focus and concern in study of Aquino, P. G. (2014) is to determine the

effect of the manager’s leadership style on the employees’ satisfaction and

employees’ performance of selected cooperatives in San Miguel , Bulacan ,

Philippines. Based on the respondents, the leadership style by the managers

covered in this study is participative, the effect of the leadership style on

employees’ performance is productive and finally the effect of the leadership style

on employees’ satisfaction is satisfactory. The researcher concluded that since the

managers are using participative style of leadership as way of leading employees

thus they must stick in using this kind of leadership style which then resulted

positively to their employees making them more efficient and productive in their

workplace.

The findings in the study of Francisco, M. J. (2000) revealed the following:

All five leadership practices were significantly correlated with the Trust in Leader

and Organizational Commitment scales. Challenging and Encouraging were

significantly correlated with Job Satisfaction. Only the Voice and Helping
 44

dimensions of Organizational Citizenship behaviors revealed any significant

relationships with leadership behaviors. Helping was correlated with Inspiring,

Enabling and Encouraging, while Voice was correlated with Enabling and

Modeling. Obedience, Social Participation, Functional Participation, and Courtesy

were not significantly related to any of the leadership behaviors. Multiple

regression analyses revealed that Modeling was significantly related to Job

Satisfaction, Inspiring for Trust in Leader, Encouraging for Organizational

Commitment, and Enabling for Helping Behavior.

Canonical correlation analysis revealed a significant positive relationship

between transformational leader behaviors (the five leadership practices) and

employee attitudes (R2 = .26). No significant relationships were found in the

canonical analysis between leadership behaviors and organizational citizenship

behaviors.

The study of Vñas,N. (2016) identified and analyzed the transformational

leadership behavior of the college dean in the eight colleges of PnC as perceived

by full-time and part-time faculty. Both groups of respondents perceived that the

college deans always manifest transformational leadership behaviors as to

charismatic, individual consideration, intellectual stimulation, motivational

capability, effectiveness as a leader and his/her office, and satisfaction attributes.

They believed that the college deans often utilize organizational effectiveness

variables as organizational structure, financial resources, leadership, manpower,

 45

policy and program, technology, and physical working conditions that influence

effective delivery of basic services. Significant differences were noted on the

college deans’ transformational leadership behaviors as charismatic, individual

consideration, motivational capability, effectiveness as a leader and his/her office,

and satisfaction attributes but not on intellectual stimulation. It was concluded that

the college deans align individual goals to the organization’s goals and objectives,

institutionalize common agenda of commitment, inspire followers and provide

support, encourage creativity, and promote collaboration and positive behavior.

The organizational effectiveness variables were aligned with the transformational

leadership behavior of the college deans that foster effective delivery of basic

services in the eight colleges of PnC.

The study of Gelizona, E. V., et. al. (2016) aimed to assess the influence

of school administrators leadership styles on the teachers’ morale of State

Universities and Colleges in Eastern Visayas, Philippines. Results showed that

school administrators practice leadership styles like transformational, transaction

leadership and on some occasion practice laissez-faire. Data on teachers’ morale

does not depend on the behavior, attitude and administrative practices of their

school administrators. Overall findings suggest that studies of broader scope be

conducted to delve deeper into issues and concerns regarding administrator-

teacher work relationship.

 46

The findings of Sultan, R. (2017) revealed that both the deans and the

teacher shave moderately high level of organizational commitment. Based on the

deans' self-rating, there is significant relationship between the following elements,

(1) affective commitment to intellectual stimulation and individualized

consideration; (2) continuance commitment to intellectual stimulation; and (3)

normative commitment to idealized influence and inspirational motivation.

However, on the teachers' rating regarding the deans' transformational leadership

shows a significant relationship between their transformational leadership

behavior and teachers' organizational commitment. This concludes that the

leadership behavior of deans can positively influence the organizational

commitment of teachers.

Finding in the study of Manansala, T. (2015) showed that the state-

owned universities and colleges’ presidents and vice-presidents received a very

satisfactory rating in their transformational leadership skills. Relevant trainings

attended by SUC leaders to hone their leadership skills were found to be most

significantly affecting the transformational leadership

Bersamin, J. (2016), in his study gave the following recommendations:

Based on the conclusions draw, the researcher hereby recommend the following:

1. To influence personnel on how work gets done, mayor should establish

patterns of interaction that help their direct reports work collaboratively to

achieve sustainable, positive outcomes.

 47

2. Exemplary leaders model the way by making explicit that there are no gaps

between "what they say they do and their explanations for their actions" and

"what they actually do and the real reasons for their actions.

3. To challenge people to try out new and innovative ways to do their work, it is

recommended that mayors should persuade personnel to achieve a high

performance, speaks of trends that affect future performance, appeal to staff to

share their dream of the future, and paints a "big picture" of the organization’s

aspirations.

4. For the mayor to search outside the formal boundaries of the organization for

innovative ways to improve what they do, it is recommended that he should seek

challenging opportunities and approaches to improve the organization.

5. . Ensure that the organizational goals, plans, and strategies are met.

6. To support the decisions that people make on their own, mayor should build

trust to their personnel.

7. Foster collaborative relationships by listening to the opinions of his staff.

8. Show empathy, treat staff with respect and dignity.

9. Mayor should find ways to celebrate accomplishments of the personnel.

10. Recognize individuals and teams that get extraordinary things done in

organizations.

11. Set a climate that makes people feel more at ease

12. Further research on the topic is hereby recommended to future researchers.

 48

Results in the study of Acain, W. (2016) revealed that the deans agreed to

communicate the clarity of the school’s vision and provide mentoring relationship

in order to facilitate the faculty professional growth and undecided to work with

none collaborative faculty (OLA group, 2009). The faculty members agreed on

the context of wise utilization of their talent management in performing their job

(Lewis, 2006). The transformational leadership indicators of the academic

administrators and its role of faculty members in academic setting were non-

significant. Therefore its’ a big challenge to the deans not to be affected with the

passive response of the faculty regarding work collaboration in academic setting,

but rather they need to be more proactive in the timely execution on the work

collaboration in line with an organizational commitment.

The purpose of the study of Evangelista, A., et. al. (2014) is to explore

the influence or the contribution of leadership behavior of administrators towards

self-efficacy of teachers in Engineering and Information and Technology (ICT)

schools. Data from 236 respondent teachers of the identified schools were used to

realize the purpose. Purposive sampling, and statistical tools like mean and

multiple regression were utilized in the study. Results specified that on the whole,

the six domains of leadership behavior influenced the self-efficacy of teachers.

But among the domains, the leader’s ability to provide intellectual stimulation had

the highest influence on teacher self-efficacy.

 49

Foreign Studies

Results in the study of Sandell, K. J. (2012) provide evidence that

follower task engagement mediates the relationship between perceived

transformational leadership and task performance. By better understanding how

leaders build engagement and drive performance in regard to a specific task,

organizations can take advantage of the influence that leaders have on everyday

interactions with their followers.

Findings from the study of Thomas, R. (2013) gave help more program

completers. As evident from findings of his study, JCTC agriculture teachers

exhibit qualities of transformational leadership that do assist students in

successful transitions after high school. While there were many other factors to

help those students with successful transition, it was apparent transformational

leadership of the agriculture teachers provided an avenue for teachers to build

relationships with students and those relationships helped to build respect and

ultimately helped those students to have successful transitions.

The quantitative study of Kieres, K. (2012) sought to identify the amount

of variance in teacher job satisfaction and organizational commitment that can be

explained by principals' transformational leadership behaviors, above and beyond

the influence of transactional behaviors. 156 teachers in five Pennsylvania high

school were surveyed about their job satisfaction and organizational

commitment, and about the leadership behaviors in which their principals

 50

engaged. The researcher then used hierarchical linear modeling to test Bass and

Riggio's (2006) Model within this sample group. The results of this study provide

researchers with a replicable method with which to examine Bass and Riggio's

(2006) Augmentation Model. They also provide practitioners with actionable

guidance on leadership behaviors that can positively influence teachers' job

satisfaction and organizational commitment.

Results from Studies 1 & 2 of Umea (2013) show that transformational

leadership is positively associated with employee outcomes including

commitment, role clarity, and well-being. Factors that might influence the

effectiveness of transformational leadership were addressed in Study 1. It was

found that leader continuity enhanced the effect of transformational leadership on

role clarity and commitment, indicating that it takes time before transformational

leaders actually have an effect on employees. Furthermore, co-worker support

enhanced the effect on commitment, reflecting the role of followers in the

transformational leadership process. The way in which transformational leaders

influence employees was examined in Study 2, and climate for innovation

mediated the relationship between transformational leadership and well-being

both cross-sectionally and one year later. Finally, organizational factors that may

hinder the emergence of transformational leadership were addressed in Study 3,

and newly recruited managers were interviewed during their first year of

leadership. Eight hindering factors in the organization to exhibit transformational

 51

leadership were identified, including the organizational structure, ongoing change,

and the leaders’ working conditions. In all, this thesis has demonstrated the

usefulness of transformational leadership in social services in terms of being

associated with employee positive attitudes and well-being, and has also

identified factors that may both help and hinder the transformational leadership

process in this context.

Findings from the study of Saxe, D. (2011) suggest that the ability of the

school leader to manage relationships, understand the thoughts, feelings, and

perspectives of others, recognize the bigger picture, control disruptive impulses

and be flexible in the face of change predicts behaviors that can lead to

meaningful reforms efforts and positive school outcomes. Given that these skills

can be taught and learned across the lifespan, research findings offer implications

for leadership preparation and training programs, administrator evaluation,

professional development, and hiring practices.

Relevance to the Present Study

The reviewed literature and studies are very significant. This might help in

seeking the answer to the problem of this study. Moreover, it gives the researcher

the overview and ideas on the assessment of transformational leadership practices

which will serve as inputs for executive development plan. The reviewed

literature and studies also might be a big help with the researcher because these
 52

were written by the authors who are reliable and have passion for writing about

the topic.. The study at hand was guided by the lessons gained from foreign and

inspired by both local and foreign literature..

 53

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents a discussion on the research design, population,

sample, sampling techniques, research instrument, procedure for gathering data,

and statistical treatment of data.

Research Design

In this study, the researcher employed the descriptive research. According

to Bonita Kolb (2008), descriptive research is used when statistical data are

needed on a fact. Accordingly, the tool used to conduct descriptive research is

almost always surveys. The advantage of a survey is that, if the number of the

people surveyed (the sample) is large enough, it can be said that a fact has been

proved and is true of the entire group. Kolb (2008), further claimed that the

descriptive survey data can give answers such as 37 percent of the consumers of a

certain product. If a number of people asked to complete the survey is large

enough compared to the total population under study, the answer can even be said

to have been proven.

Likewise, in a descriptive research design, Best and Kahn (2006)

explained that descriptive research describes and interprets “what is”.

Specifically, it describes data and characteristics about a population being studied.

It also concerned with the relationships that exist. In other words, it deals with the

relationships between variables, the testing of hypotheses, and the development of

 54

generalizations, principles or theories that have universal validity. Considering

that the objective of the study is to assess the transformational leadership practices

of deans of the colleges of a University thus, the design is applicable.

Explanatory research design, on the other hand, was also employed in this

study. According to Kumar (2005), explanatory research seeks to clarify why and

how there is a difference between the assessment of the different groups of

respondents.

Population, Sample and Sampling Techniques

Purposive sampling technique was applied in this research. According to

Birion, et. al., in purposive sampling, the researcher uses “sound judgment”. He

handpicks only those whom he believes have the significant roles and have

knowledge about the subject.

The respondents were the non-teaching personnel and faculty members of

the following colleges of Trinity University of Asia: College of Arts, Sciences

and Education, College of Engineering and Information Sciences, College of

Hospitality and Tourism Management, College of Medical Technology, and St.

Luke’s College of Nursing.

Research Instrument

The researcher used adopted-modified questionnaire to acquire data

needed to assess the transformational leadership practices of deans of Trinity

University of Asia. The questionnaire was in the form of statements. The

 55

instrument consists of the statements describing the assessment of

transformational leadership practices in terms of Inspirational Motivation,

Intellectual Stimulation, Idealized Influence, and Individualized Consideration.

. The respondents used a five-point scale from 4.21-5.00(Strongly

Agree/Always) to 1-1.80 (Strongly Disagree/Not at all), to indicate the assessment

of the transformational leadership practices of deans.

The instrument was submitted to a group of experts for corrections. Their

inputs and insights were considered in the polishing and revision of the

instrument. After the revision, a dry run was conducted to sample group of

population to test the reliability of the instrument. The dry run helped the

researcher improve the questionnaires by eliminating inconsistencies in the

instrument. The instrument was tested through statistical validation using the

alpha-coefficient (frequently called the Cronbach Alpha, after the man who

developed it.). This is usually done to check the consistency of an instrument.

Procedure for Gathering Data

After the dry run and validation of the instrument, permission to conduct

the study was communicated to the Vice President for Academic Affairs for

endorsement to respective colleges of the University. After the approval, the

researcher personally distributed the questionnaires to the non-teaching personnel

and faculty members of the selected colleges of the university.. After giving them

time to fill up the instrument, the researcher collected the same.

 56

The respondents were assured beforehand that strict confidentiality will be

observed by the researcher.

Statistical Treatment of Data

The researcher used the descriptive statistics to facilitate data treatment

and analysis. The answers in the questionnaire were tallied, tabulated, analyzed

statistically using the following statistical measures and tools.

Weighted mean was used to determine the average score of the responses

by the respondents’ appraisal based on the options in the items given in the

questionnaire. This also gives composite rating per item. This was used to treat

the gathered data from the questionnaire.

Mean or arithmetic average is defined as the values in the data group

divided by the number of values, the following formula was used:

Formula:

x = ∑f x

Where:

F = Frequency of each class

x = The midpoint of each class

n = The total number of scores or observation

To interpret the results gathered, the researcher utilized the following:

 57

SCALE RESPONSE / INTERPRETATION RANGE OF MEAN

VALUES

5 Strongly Agree/Always 4.21-5.00

4 Agree/Often 3.41-4.20

3 Less Agree/Sometime 2.61-3.40

2 Disagree/Once in a while 1.81-2.60

1 Strongly Disagree/Not at all 1.00-1.80

The value scale is a rating measuring the strength of a clear statement. A

statement is used to gauge attitudes or reactions of the respondents.

For problem no. 3, the Mann-Whitney U test was used. It is a non-

parametric alternative test to the independent sample t-test. It is a non-parametric

test that is used to compare two sample means that come from the same

population, and used to test whether two sample means are equal or not. Usually,

the Mann-Whitney U test is used when the data is ordinal or when the

assumptions of the t-test are not met. The formula for the Mann-Whitney U test

is as follows:
 58

Where:

U=Mann-Whitney U test

N1 = sample size one

N2= Sample size two

Ri = Rank of the sample size

 59

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is the presentation, analysis and interpretation of data gathered

through survey questionnaire. Specifically, it answers the general and specific

questions identified in Chapter 1. It likewise presents the results of the test of

hypotheses.

1. What is the assessment of the non-teaching personnel on the

transformational leadership practices of academic deans of TUA?

Table 1 presents the summary of mean values and verbal interpretation on

the assessment of the non-teaching personnel respondents on the transformational

leadership practices of academic deans of TUA in terms of inspirational

motivation.
 60

Table 1
Summary of Mean Values and Verbal Interpretation On the Assessment of
the Non-Teaching Personnel on the Transformational Leadership Practices
of Academic Deans of TUA in terms of Inspirational Motivation
Verbal
Our Dean…. Mean Interpretation
1. Sets a personal example of Strongly Agree/
what he expects of others 4.50 Always
2. Develops cooperative
relationships among the faculty Strongly Agree/
members in the college 4.33 Always
3. Praises people for a job well Strongly Agree/
done 4.50 Always
4. Helps faculty members find Strongly Agree/
meaning in their work 4.33 Always
5. Articulates a compelling vision Strongly Agree/
of the future 4.33 Always
Strongly Agree/
Overall Mean 4.40 Always
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all(NA)

Table 1 above shows the assessment of the non-teaching respondents on

the transformational leadership practices of academic deans of TUA in terms of

inspirational motivation which resulted to an overall mean of 4.40 with verbal

interpretation of Strongly Agree/Always. Indicators: Sets a personal example

of what he expects of others, and Praises people for a job well done both

obtained the highest mean score of 4.50 with verbal interpretation of Strongly

Agree/Always; while indicators, Develops cooperative relationships among

the faculty members in the college, Helps faculty members find meaning in
 61

their work, and Articulates a compelling vision of the future, obtained the

lowest mean score of 4.33 with verbal interpretation of Strongly Agree/Always.

The researcher can infer that academic deans of TUA are leaders with an

inspiring vision who challenges followers to leave their comfort zones,

communicate optimism about future goals, and provide meaning for the task at

hand. Purpose and meaning provide them the energy that drives a group forward.

The results concur with the study of Vñas,N. (2016) which identified and

analyzed the transformational leadership behavior of the college dean in the eight

colleges of PnC as perceived by full-time and part-time faculty. Both groups of

respondents perceived that the college deans always manifest transformational

leadership behaviors as to charismatic, individual consideration, intellectual

stimulation, motivational capability, effectiveness as a leader and his/her office,

and satisfaction attributes. They believed that the college deans often utilize

organizational effectiveness variables as organizational structure, financial

resources, leadership, manpower, policy and program, technology, and physical

working conditions that influence effective delivery of basic services. Significant

differences were noted on the college deans’ transformational leadership

behaviors as charismatic, individual consideration, motivational capability,

effectiveness as a leader and his/her office, and satisfaction attributes but not on

intellectual stimulation. It was concluded that the college deans align individual
 62

goals to the organization’s goals and objectives, institutionalize common agenda

of commitment, inspire followers and provide support, encourage creativity, and

promote collaboration and positive behavior. The organizational effectiveness

variables were aligned with the transformational leadership behavior of the

college deans that foster effective delivery of basic services in the eight colleges

of PnC.

Table 2 presents the summary of mean values and verbal interpretation on

the assessment of the non-teaching personnel respondents on the

transformational leadership practices of academic deans of TUA in terms of

intellectual stimulation.
 63

Table 2
Summary of Mean Values and Verbal Interpretation On the Assessment of
the Non-Teaching Personnel on the Transformational Leadership Practices
of Academic Deans of TUA in terms of Intellectual Stimulation
Verbal
Our Dean…. Mean Interpretation
1. Seeks differing perspectives when Strongly
solving problems 4.50 Agree/ Always
2. Challenges people to try out new and Strongly
innovative ways to do their work 4.67 Agree/ Always
Strongly
3. Actively listens to diverse points of view 4.50 Agree/ Always
4 Makes it a point to let people know
about confidence in their abilities 4.17 Agree/Often
5 Follow through on the promises and Strongly
commitments that he makes 4.50 Agree/ Always
Strongly
Overall Mean 4.47 Agree/ Always
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all(NA

Table 2 above shows the assessment of the non-teaching personnel

respondents on the following indicators: Seeks differing perspectives when

solving problems, 4.50, Strongly Agree/Always; Challenges people to try out

new and innovative ways to do their work, 4.67. Strongly Agree/Always;

Actively listens to diverse points of view, 4.50, Strongly Agree/Always; Makes

it a point to let people know about confidence in their abilities, 4.17,

Agree/Often; and Follow through on the promises and commitments that he

makes, 4.50, Strongly Agree/Always.

 64

Overall mean resulted to 4.47 with verbal interpretation of Strongly

Agree/Always, with indicators, Challenges people to try out new and

innovative ways to do their work which obtained the highest mean score of 4.67

with verbal interpretation of Strongly Agree/Always; and Makes it a point to let

people know about confidence in their abilities, which obtained the lowest

mean score of 4.17 with verbal interpretation of Agree/Often.

The researcher strongly believes that academic deans of TUA practices

the ideals of transformational leadership in terms of intellectual stimulation as

evidenced by the results on the assessment made by the non-teaching personnel

on each on the indicators given in Table 2.

Transformational leadership sought to motivate others by appealing to

higher ideals and moral values, with the relevant leaders being expected to create

a sense of trust, incorporating long-term vision, empowerment and coaching. The

transformational leader was an effective agent of change, who thought beyond the

conventional bounds of the immediate situation and identified opportunities for

growth and increased effectiveness (Maurik, 2001).

Table 3 presents the summary of mean values and verbal interpretation on

the assessment of the non-teaching personnel respondents on the transformational

leadership practices of academic deans of TUA in terms of idealized influence.

 65

Table 3
Summary of Mean Values and Verbal Interpretation On the Assessment
of the Non-Teaching Personnel Respondents on the Transformational
Leadership Practices of Academic Deans of TUA in terms
of Idealized Influence
Verbal
Our Dean…. Mean Interpretation
1. Goes beyond his/her self-interests Strongly Agree/
for the good of the college 4.80 Always
2. Treats faculty members with dignity Strongly Agree/
and respect 4.33 Always
3. Displays a sense of power and Strongly Agree/
competence 4.67 Always
4. Makes personal sacrifices for others' Strongly Agree/
benefit 4.50 Always
5. Builds respect among faculty
members 4.17 Agree/Often
Strongly Agree/
Overall Mean 4.49 Always
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all (NA)

Table 3 above shows the assessment of the non-teaching personnel

respondents on the following indicators: Goes beyond his/her self-interests for

the good of the college, 4.80, Strongly Agree/ Always; Treats faculty members

with dignity and respect, 4.33, Strongly Agree/ Always; Displays a sense of

power and competence, 4.67, Strongly Agree/Always; Makes personal

sacrifices for others' benefit, 4.50, Strongly Agree/ Always; and Builds respect

among faculty members, 4.17, Agree/Often.

 66

Overall mean rating resulted to 4.49 with verbal interpretation of

Strongly Agree/Always, with indicators, Goes beyond his/her self-interests for

the good of the college which obtained the highest mean score of 4.80 with

verbal interpretation of Strongly Agree/Always; and Builds respect among

faculty members, which obtained the lowest mean score of 4.17 with verbal

interpretation of Agree/Often.

The researcher can infer that deans are admired, respected and trusted.

Faculty members are identified with them and they should be emulated.

According to Michie & Zumitzavan (2012, p. 906) leadership largely

contributes to organizational effectiveness and it is defined as “the capability of

the manager to direct, inspire and motivate their employees to produce greater

work than their normal level of performance”. The level of organizational

productivity is highly affected by leadership style. The key issue is that leadership

is important therefore we need to consider what effective leadership is; thinking

of leadership as styles is one way to consider the effectiveness in leadership.

As cited by Paul Breaux (2010): female leaders were rated as having more

idealized influence, provide more inspirational motivation, are more individually

considerate and offer more intellectual stimulation. Idealized influence means

that followers identify with and want to emulate the leader who is trusted and

respected, maintains high standards, and is considered to have power because of

who she is rather than what position she holds.

 67

Table 4 presents the summary of mean values and verbal interpretation on

the assessment of the non-teaching personnel respondents on the transformational

leadership practices of academic deans of TUA in terms of individualized

consideration

Table 4
Summary of Mean Values and Verbal Interpretation On the Assessment of
the Non-Teaching Personnel on the Transformational Leadership Practices
of Academic Deans of TUA in terms of Individualized Consideration
Verbal
Our Dean…. Mean Interpretation
Strongly
1. Spend time teaching and coaching 4.33 Agree/ Always
2. Consider individuals as having different Strongly
needs, abilities, and aspirations from others 4.33 Agree/ Always
3. Help others to develop their strengths 4.17 Agree/Often
Strongly
4. Listen attentively to others' concerns 4.83 Agree/ Always
Strongly
5. Promote self-development 4.67 Agree/ Always
Strongly
Overall Mean 4.47 Agree/ Always
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all (NA)

Table 4 above shows the assessment of the non-teaching personnel

respondents on the following indicators: Spend time teaching and coaching, 4.33,

Strongly Agree/Always; Consider individuals as having different needs, abilities,

and aspirations from others, 4.33, Strongly Agree/Always; Help others to develop

their strengths, 4.17, Agree/Often; Listen attentively to others' concerns, 4.83,

 68

Strongly Agree/Always; and Promote self-development, 4.67, Strongly

Agree/Always.

Overall mean rating resulted to 4.47 with verbal interpretation of Strongly

Agree/Always with indicators, Listen attentively to others' concerns which

obtained the highest mean score of 4.47 with verbal interpretation of Strongly

Agree/Always and Listen attentively to others' concerns, with the lowest mean

score of 4.17 with verbal interpretation of Agree/Often.

The researcher can infer that academic deans of TUA manifest

transformational leadership in terms of individualized consideration as

manifested by the results of the assessment made by the non-teaching personnel

respondents which yielded a favorable overall mean rating.

The above findings concurs with the discussion made by

Leithwood and Jantzi (2005) in their article which states: Transformational school

leaders persuade, inspire and motivate others to achieve results. This occurs not

through the offer of rewards (transactional), but by tapping into the intrinsic

values of staff and shaping those values to be consistent with the school’s

mission, vision and values (Lashway, cited in Smith & Piele, 2006 p. 90). In fact,

research indicates that transactional leadership behaviors have no consequential

impact on school reform Based upon this meta-analytic study by Dumdum and

colleagues,
 69

3. What is the assessment of faculty member-respondents of TUA on the

transformational leadership practices of academic deans?

Table 5 presents the summary of mean values and verbal interpretation on the

assessment of the faculty member- respondents on the transformational leadership

practices of academic deans of TUA in terms of inspirational motivation.

Table 5
Summary of Mean Values and Verbal Interpretation On the Assessment of
the Faculty Member-Respondents on the Transformational Leadership
Practices of Academic Deans of TUA in terms of Inspirational Motivation
Verbal
Our Dean…. Mean Interpretation
1. Sets a personal example of
what he expects of others 4.08 Agree/Often
2. Develops cooperative
relationships among the faculty
members in the college 3.94 Agree/Often
3. Praises people for a job well
done 3.88 Agree/Often
4. Helps faculty members find
meaning in their work 3.90 Agree/Often
5. Articulates a compelling vision
of the future 4.09 Agree/Often
Overall Mean 3.98 Agree/Often
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all (NA)

Table 5 above shows the assessment of the faculty member-respondents

on the following indicators: Sets a personal example of what he expects of

others, 4.08, Agree/Often; . Develops cooperative relationships among the

faculty members in the college, 3.94, Agree/Often; Praises people for a job
 70

well done 3.88, Agree/Often; Helps faculty members find meaning in their

work, 3.90, Agree/Often; Articulates a compelling vision of the future , 4.09,

Agree/Often.

Highest mean score was obtained by the indicator, Articulates a

compelling vision of the future, 4.09, Agree/Often; while indicator, Praises

people for a job well done obtained the lowest mean score of 3.88. verbal

interpretation of Agree/Often.

Overall mean score resulted to 3.98 with verbal interpretation

Agree/Often.

In summary, administrative, interpersonal, and conceptual skills play a

major role in effective leadership. Through practice and hard work, deans can all

become better leaders by improving skills of the employees. in each of these

areas.

Table 6 presents the summary of mean values and verbal interpretation

on the assessment of the faculty member- respondents on the transformational

leadership practices of academic deans of TUA in terms of intellectual

stimulation
 71

Table 6
Summary of Mean Values and Verbal Interpretation On the Assessment of
the Faculty Member-Respondents on the Transformational Leadership
Practices of Academic Deans of TUA in terms of Intellectual Stimulation
Verbal
Our Dean…. Mean Interpretation
1. Seeks differing perspectives when
solving problems 3.79 Agree/Often
2. Challenges people to try out new
and innovative ways to do their
work 4.00 Agree/Often
3. Actively listens to diverse points of
view 3.92 Agree/Often
4 Makes it a point to let people know
about confidence in their abilities 3.90 Agree/Often
5 Follow through on the promises and
commitments that he makes 3.98 Agree/Often
Overall Mean 3.92 Agree/Often
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all (NA)

Results shown on the above table 6 the assessment of the faculty member-

respondents on the transformational leadership practices of academic deans of

TUA which yielded an overall mean score of 3.92 with verbal interpretation of

Agree/Often, with the following indicators: Seeks differing perspectives when

solving problems, 3.79, Agree/Often; Challenges people to try out new and

innovative ways to do their work, 4.00, Agree/Often; Actively listens to diverse

points of view, 3.92, Agree/Often; Makes it a point to let people know about

confidence in their abilities, 3.90, Agree/Often; and Follow through on the

promises and commitments that he makes, 3.98, Agree/Often.

 72

Highest indicator was obtained by the statement: Challenges people to try

out new and innovative ways to do their work, 4.00 with verbal interpretation

of Agree/Often ; while statement, Seeks differing perspectives when solving

problems got the lowest mean score of 3.79 with verbal interpretation of

Agree/Often.

The results show that the deans of TUA practice transformational

leadership relative to intellectual stimulation to a medium degree from the

perspective of faculty members. The reason may be that the deans being new to

their position restrict their transformation of new ideas , solutions of problems ,

creations and individual consideration into a reality , which is reflected on the

results given on the above table.

As cited by Dr.Mustafa Mohammed Soumadi, M.(2015): Intellectual

stimulation: the leader provides the followers with a set of ideas, questions and

assumptions, and forms an extended mental image in order to stimulate the ideas

of the followers in order to encourage them to view the problems from different

perspectives and to provide their solutions and propositions for solving the

problems. The aim is that the followers feel free to try new methods at work,

without being afraid that their ideas will be criticized because they differ from the

ideas of the leader.

 73

Table 7 presents the summary of mean values and verbal interpretation

on the assessment of the faculty member- respondents on the transformational

leadership practices of academic deans of TUA in terms of idealized influence.

Table 7
Summary of Mean Values and Verbal Interpretation On the Assessment of
the Faculty Member-Respondents on the Transformational Leadership
Practices of Academic Deans of TUA in terms of Idealized Influence
Verbal
Our Dean…. Mean Interpretation
1. Goes beyond his/her self-interests
for the good of the college 3.89 Agree/Often
2. Treats faculty members with dignity
and respect 4.04 Agree/Often
3. Displays a sense of power and
competence 4.08 Agree/Often
4. Makes personal sacrifices for others'
benefit 3.91 Agree/Often
5. Builds respect among faculty
members 3.98 Agree/Often
Overall Mean 3.98 Agree/Often
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all (NA)

Table 7 above shows the assessment of the faculty member-respondents

on the following indicators of transformational leadership practices in terms of

idealized influence: Goes beyond his/her self-interests for the good of the

college, 3.89, Agree/Often; Treats faculty members with dignity and respect, 4.04,

Agree/Often; Displays a sense of power and competence, 4.08, Agree/Often;

 74

Makes personal sacrifices for others' benefit, 3.91, Agree/Often; and Builds

respect among faculty members, Agree/Often.

Overall mean score resulted to 3.98 with verbal interpretation

Agree/Often; with the indicator statement, Displays a sense of power and

competence, with verbal interpretation of Agree/Often; while statement, Goes

beyond his/her self-interests for the good of the college, obtained the lowest

mean score of 3.89 with verbal interpretation of Agree/Often.

The results indicate that the deans often observe the idealized influence of

elements in transformational leadership behavior probably because they are

committed to the missions and goals of the institution as reflected in its indicators.

According to Sergiovanni (2000) as cited by Saxe (2011), transformational

leaders nurture harmony and commitment toward aims of the organization. This

will achieve through the cooperation and motivation of teachers and others to

work toward shared goals. The transformational leader has an ability to let the

members to participate in various activities or programs to attain the desired goals

and objectives of the institution through role modeling because his disposition and

commitment are influential.

According to Schieltz (2018), transformational leaders act as role models

and display a charismatic personality that influences others to want to become

more like the leader. Idealized influence can be most expressed through a

transformational leader's willingness to take risks and follow a core set of values,
 75

convictions and ethical principles in the actions he takes. It is through this concept

of idealized influence that the leader builds trust with his followers and the

followers, in turn, develop confidence in their leader.

Table 8 presents the summary of mean values and verbal interpretation on the

assessment of the faculty member- respondents on the transformational leadership

practices of academic deans of TUA in terms of individualized consideration.

Table 8
Summary of Mean Values and Verbal Interpretation on the Assessment of
the Faculty Member-Respondents on the Transformational
Leadership Practices of Academic Deans of TUA in
Terms of Individualized Consideration
Verbal
Our Dean…. Mean Interpretation
1. Spend time teaching and coaching 3.85 Agree/Often
2. Consider individuals as having
different needs, abilities, and
aspirations from others 4.02 Agree/Often
3. Help others to develop their
strengths 4.02 Agree/Often
4. Listen attentively to others'
concerns 4.02 Agree/Often
5. Promote self-development 4.15 Agree/Often
Overall Mean 4.01 Agree/Often
Legend:
4.21- 5.00 Strongly Agree (SA)/Always (A)
3.41- 4.20 Agree (A)/Often (O)
2.61- 3.40 Less Agree (LA)/Sometime (S)
1.81-2.60 Disagree (DA)/Once in a while (OW)
1.00-1.80 Strongly Disagree (SD)/Not at all (NA)

Table 8 above shows the assessment of the faculty member-respondents

on the transformational leadership practices of academic deans of TUA in terms

 76

of individualized consideration which resulted to an overall mean of 4.01 with

verbal interpretation of Agree/Often with the indicators: Spend time teaching and

coaching, 3.85, Agree/Often; Consider individuals as having different needs,

abilities, and aspirations from others, 4.02, Agree/Often; Help others to develop

their strengths, 4.02, Agree/Often; Listen attentively to others' concerns, 4.02,

Agree/Often; and Promote self-development, 4.15. Agree/Often.

The highest indicator was obtained by the statement, Promote self-

development, 4.15 with verbal interpretation of Agree/Often; while the statement,

Spend time teaching and coaching got the lowest mean score of 3.85, verbal

interpretation of Agree/Often.

The perceptions of evaluative judgments of faculty member-respondents s

on the indicators of transformational leadership behaviors were all found as often

evident observe the practice or principle of individualized consideration like they

deliver sufficient information and inspire teachers towards excellence which is a

positive indicators of being a transformational leader. They, as transformational

leaders, consider the individual necessities and recognize individual differences;

they serve as mentor or coach, to borrow the term of Bass and Avolio (1994).

3. Is there a significant difference in the assessment of the two groups of

respondents on the transformational leadership practices of academic
deans of TUA?
 77

Table 9 presents the summary of Mann Whitney U on significant

difference in the assessment of the two groups of respondents on the

transformational leadership practices of academic deans of TUA

Table 9
Summary of Mann Whitney U on Significant Difference in the Assessment
of the Two Groups of Respondents on the Transformational
Leadership Practices of Academic Deans of TUA
Areas Mann Whitney U P Value Decision
Inspirational Motivation 111 0.351 Accept Ho
Intellectual Stimulation 95.5 0.174 Accept Ho
Idealized Influence 112.5 0.373 Accept Ho
Individualized
Consideration 105.5 0.281 Accept Ho

The table above shows that summary of Mann Whitney U on the

significant difference between the assessment of the non-teaching and faculty

members on transformational leadership practices of academic deans of TUA. It

can be seen that all the areas did not show significant difference. The Mann

Whitney U results for inspirational motivation, intellectual stimulation, idealized

influence and individualized consideration are 111, 95.5, 112.5 and 105.5. it can

be seen also from the table that the P values of all the areas 0.351, 0.174, 0.373

and 0.281 which are all less than αvalue (0.05) which prompted the researcher to

accept the null hypothesis. This means that there is no significant difference in

the assessment of the non-teaching and faculty member respondents on the

transformational leadership practices of academic deans of TUA in terms of

 78

inspirational motivation, intellectual stimulation, idealized influence and

individualized consideration.

Based on the above results, the researcher can infer that groups of

respondents perceived that the college deans always manifest transformational

leadership behaviors in terms of inspirational motivation, intellectual stimulation,

idealized influence and individualized consideration. They believed that the

college deans often utilize organizational effectiveness variables as organizational

structure, financial resources, leadership, manpower, policy and program,

technology, and physical working conditions that influence effective delivery of

basic services. No significant differences were noted on their assessment of the

indicators given in the preceding tables.. The researcher can conclude that the

college deans inspire faculty members and non-teaching personnel and provide

support, encourage creativity, and promote collaboration and positive behavior.

The transformational leadership behavior of the college deans foster effective

delivery of basic services in the five colleges of Trinity University of Asia.

According to Sergiovanni (2000) as cited by Saxe (2011), transformational

leaders nurture harmony and commitment toward aims of the organization. This

will achieve through the cooperation and motivation of teachers and others to

work toward shared goals. The transformational leader has an ability to let the

members to participate in various activities or programs to attain the desired goals

 79

and objectives of the institution through role modeling because his disposition and

commitment are influential.

4. Based on the findings of the study, what inputs for executive

development plan can be proposed?

Table 10 presents the proposed inputs for executive development plan.

Table 10
Proposed Inputs for Executive Development Plan
Variables Inputs
Inspirational  To enhance cooperative relationship among
Motivation deans and faculty members, a teambuilding
seminar workshop must be initiated by the
HRDU of the University.
 Seminar on Developing Work Teams
 Conduct of lectures and seminars related to
values
Intellectual  A seminar on advance strategic decision-
Stimulation making be given to Deans to enhance
capabilities to think faster and more creatively

Idealized  Values-based leadership training should be

Influence given to deans .
 Training on Total Quality Management be
conducted.

Individualized  Training on coaching and mentoring be given

consideration to promote self-development and to identify
differing needs and abilities of individuals.
 80

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn from

the findings of the study, and recommendation made by the researchers out of

findings and conclusions.

Summary of Findings

The study was conducted to assess the transformational leadership

practices of deans of TUA in terms of individualized consideration, intellectual

stimulation, inspirational motivation and idealized influence which at the end will

serve as inputs for executive development plan.

Purposive sampling technique was applied in this research.

The respondents were the non-teaching personnel and faculty members of

the following colleges of Trinity University of Asia: College of Arts, Sciences

and Education, College of Engineering and Information Sciences, College of

Hospitality and Tourism Management, College of Medical Technology, and St.

Luke’s College of Nursing.

The researcher used adopted-modified questionnaire to acquire data

needed to assess the transformational leadership practices of deans of Trinity

University of Asia.
 81

Summary of Findings

1. On the assessment of the non-teaching personnel on the transformational

leadership practices of academic deans of TUA

1.1 in terms of inspirational motivation

The assessment of the non-teaching respondents on the transformational

leadership practices of academic deans of TUA in terms of inspirational

motivation which resulted to an overall mean of 4.40 with verbal interpretation

of Strongly Agree/Always. Indicators: Sets a personal example of what he

expects of others, and Praises people for a job well done both obtained the

highest mean score of 4.50 with verbal interpretation of Strongly

Agree/Always; while indicators, Develops cooperative relationships among

the faculty members in the college, Helps faculty members find meaning in

their work, and Articulates a compelling vision of the future, obtained the

lowest mean score of 4.33 with verbal interpretation of Strongly Agree/Always.

1.2 in terms of intellectual stimulation

The assessment of the non-teaching personnel respondents on the

transformational leadership practices of deans in terms of intellectual stimulation

resulted to an overall mean score 4.47 with verbal interpretation of

Strongly Agree/Always, with indicators, Challenges people to try out new and

innovative ways to do their work which obtained the highest mean score of 4.67

with verbal interpretation of Strongly Agree/Always; and Makes it a point to let

 82

people know about confidence in their abilities, which obtained the lowest

mean score of 4.17 with verbal interpretation of Agree/Often.

1.3 in terms of idealized influence

Overall mean rating on the assessment of the non-teaching personnel

respondents on the transformational leadership practices of deans in terms of

idealized influence resulted to 4.49 with verbal interpretation of Strongly

Agree/Always, with indicators, Goes beyond his/her self-interests for the good

of the college which obtained the highest mean score of 4.80 with verbal

interpretation of Strongly Agree/Always; and Builds respect among faculty

members, which obtained the lowest mean score of 4.17 with verbal interpretation

of Agree/Often.

1.4 in terms of individualized consideration

Overall mean rating on the transformational leadership practices of deans

of TUA resulted to 4.47 with verbal interpretation of Strongly Agree/Always with

indicators, Listen attentively to others' concerns which obtained the highest mean

score of 4.47 with verbal interpretation of Strongly Agree/Always and Listen

attentively to others' concerns, with the lowest mean score of 4.17 with verbal

interpretation of Agree/Often.

2. On the assessment of faculty member-respondents on the

transformational leadership practices of academic deans of TUA
 83

2.1 in terms of inspirational motivation

The assessment of the faculty member-respondents on the

transformational leadership practices of deans of TUA resulted to an overall

mean score of 3.98 with verbal interpretation of Agree/Often with the indicator,

Articulates a compelling vision of the future, with the highest mean score of

4.09, Agree/Often; while indicator, Praises people for a job well done

obtained the lowest mean score of 3.88. verbal interpretation of Agree/Often.

2.2 in terms of intellectual stimulation

The assessment of the faculty member-respondents on the

transformational leadership practices of academic deans of TUA yielded an

overall mean score of 3.92 with verbal interpretation of Agree/Often, with the

highest indicator was obtained by the statement: Challenges people to try out new

and innovative ways to do their work, 4.00 with verbal interpretation of

Agree/Often ; while statement, Seeks differing perspectives when solving

problems got the lowest mean score of 3.79 with verbal interpretation of

Agree/Often.

2.3 in terms of idealized influence.

The assessment of the faculty member-respondents on the transformational

leadership practices in terms of idealized influence resulted to 3.98 with verbal

interpretation Agree/Often; with the indicator statement, Displays a sense of

 84

power and competence, with verbal interpretation of Agree/Often; while

statement, Goes beyond his/her self-interests for the good of the college,

obtained the lowest mean score of 3.89 with verbal interpretation of Agree/Often.

2.4 in terms of individualized consideration

The assessment of the faculty member-respondents on the

transformational leadership practices of academic deans of TUA in terms of

individualized consideration resulted to an overall mean of 4.01 with verbal

interpretation of Agree/Often with the indicators: Promote self-development,

which got the highest mean score of 4.15 with verbal interpretation of

Agree/Often; while the statement, Spend time teaching and coaching got the

lowest mean score of 3.85, verbal interpretation of Agree/Often.

3. On the significant difference in the assessment of the two groups of

respondents on the transformational leadership practices of academic
deans of TUA.

The Mann Whitney U results for inspirational motivation, intellectual

stimulation, idealized influence and individualized consideration are 111, 95.5,

112.5 and 105.5. it can be seen also from the table that the P values of all the

areas 0.351, 0.174, 0.373 and 0.281 which are all less than αvalue (0.05) which

prompted the researcher to accept the null hypothesis. This means that there is no

significant difference in the assessment of the non-teaching and faculty member

respondents on the transformational leadership practices of academic deans of

 85

TUA in terms of inspirational motivation, intellectual stimulation, idealized

influence and individualized consideration.

4. On the proposed inputs for executive development plan

The proposed inputs for executive development plan was offered and

presented in Table 10 of Chapter 4.

Conclusions

Based on the findings presented the following were concluded:

1. The non-teaching respondents strongly agree that academic deans of TUA

always practice the transformational leadership in terms of inspirational

motivation, inspirational motivation, intellectual stimulation, idealized

influence and individualized consideration.

2. The faculty member-respondents agree that academic deans of TUA often

practice transformational leadership in terms of inspirational motivation,

intellectual stimulation, idealized influence and individualized consideration

3. There is no significant difference in the assessment of the non-teaching and

faculty member respondents on the transformational leadership practices of

academic deans of TUA in terms of inspirational motivation, intellectual

stimulation, idealized influence and individualized consideration.

 86

Recommendations

Based on the findings and conclusions drawn, the following are the

recommendations:

1. To enhance cooperative relationship among deans and faculty members, a

teambuilding seminar workshop must be initiated by the HRDU of the

University.

2. A seminar on advance strategic decision-making be given to Deans to

enhance capabilities to think faster and more creatively

3. Values-based leadership training should be given to deans

4. Training on Total Quality Management be conducted.

5. Training on coaching and mentoring be given to promote self-development

and to identify differing needs and abilities of individuals

6. The University should invest resources in the leadership development of all

deans of the colleges.

7. Further research on the topic is recommended to future researchers.

 87

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 93

APPENDIX A

PERMISSION LETTER
94
 95

APPENDIX B

SURVEY QUESTIONNAIRE

Transformational Leadership Practices Questionnaire-

I Respondent’s Profile

Category ( ) Non-teaching Personnel ( ) Faculty Member

College ( ) CASE ( ) CBMA ( ) CEIS ( ) CHTM

( ) CMT ( ) SLCN

II Assessment on the Transformational Leadership Practices

The following statements represent opinions. Your perception will be
determined on the basis of your particular beliefs and observations. Kindly (/ )
your position on the scale to describe the transformational leadership practices of
your deans in terms of inspirational motivation, intellectual stimulation,
idealized influence, and individualized consideration in your college with
reference to the legend given below:
Legend: 5 - Strongly Agree/Always 3- Less Agree/Sometime
4 - Agree /Often 2- Disagree/Once in a while
2- Strongly Disagree/Not at all

Statements for Inspirational motivation 5 4 3 2 1

Our Dean….
1. Sets a personal example of what he expects of others
2. Develops cooperative relationships among the
faculty members in the college
3. Praises people for a job well done
4. Helps faculty members find meaning in their work
5. Articulates a compelling vision of the future
 96

Statements for Intellectual Stimulation 5 4 3 2 1

Our Dean
1. Seeks differing perspectives when solving problems
2. Challenges people to try out new and innovative
ways to do their work
3. Actively listens to diverse points of view.
4. Makes it a point to let people know about
confidence in their abilities
5. Follow through on the promises and commitments
that he makes

Statements for Idealized Influence 5 4 3 2 1

Our Dean…
1. Goes beyond his/her self-interests for the good of the
college
2. Treats faculty members with dignity and respect
3. Displays a sense of power and competence
4. Makes personal sacrifices for others' benefit
5. Builds respect among faculty members

Statements for Individualized Consideration 5 4 3 2 1

Our Dean….
1. Spend time teaching and coaching
2. Consider individuals as having different needs,
abilities, and aspirations from others
3. Help others to develop their strengths
4. Listen attentively to others' concerns
5. Promote self-development
 97

APPENDIX C
RESUME
ARISTOTLE A. ALMARIO

Personal Information
Home 3 Aduana St., New Intramuros Village, Brgy. Matandang Balara,
Address Quezon City
Contact 09159182483 Weight 86 kg
Number
Email aaalmario24@gmail.com Age 34
Address
Gender Male Date of September 24, 1983
Birth
Height 175 cm Civil Status Single

Work Experience

Company Name Job Description Dates Inclusive

Trinity University of Asia Part-Time College 2012 - Present

College of Business, Faculty
Administration and Teaches subjects relating
Accountancy to accounting and
finance

Miriam College Full time College 2008 - 2012

College of Business, Faculty
Entrepreneurship and Teaches subjects relating
Accountancy to accounting and
finance

Asian College of Science and
Technology
College of Business
Administration
Part Time College 2010 2nd Semester
Faculty
Teaches subjects relating
to accounting and
finance

Trinity University of Asia
College of Business
Administration
Ayala Property Management
Corporation
Commercial Centers Division
Philippines School of Business Part time Faculty
Administration – Manila
Accountancy Department
Business Ventures
Business Name
Sir A’s Classroom
3 Aduana St., New Intramuros
Village, Brgy. Matandang
Balara, Quezon City
Momsie Kitty Spa and Salon
(Franchise)
Garden Heights, E. Rodriguez
Ave., Quezon City
Lia Amor
Viramall, Greenhills, San Juan
98
S.Y. 2007
Full time College
Faculty
Teaches subjects relating
to accounting and
finance
Operations Accountant 2006
Handles various
accounting processes,
reports and budgets of
the Commercial Centers
Division
2005 – 2006
Teaches subjects relating
to accounting and
finance
Description Dates Inclusive
Services Offered: 2010 -2015
Computer rentals,
internet usage, printing
and scanning
Services offered: 2015
Massage, foot and hand
spa, manicure and
pedicure, waxing, stone
therapy
Operations: 2015
Buying and selling of
both brand new and used
 99

gadgets such as cell

phones and laptops

Educational Attainment

School Attended Course Dates Inclusive

Trinity University of Asia Master in Business 2007-present

Graduate School Administration Thesis Writing

Philippine School of Business Bachelor of Science in Graduated in 2004

Administration – Quezon Accountancy
City

Our Lord’s Grace Secondary Education Graduated in 2000

Montessori School
and Colleges

Professional Examinations
May 2005 Certified Public Accountant Board Examinations, Rating 80.86
2009 Certified Bookkeeping Examination

Professional Affiliations
Philippine Institute of Certified Public Accountants – member
Association of Certified Public Accountants in Education – member

I hereby certify that all information printed above is true and correct.

Mr. Aristotle A. Almario