A CONTEXTUAL INQUIRY ON GLOBAL

LEADERS’ LEADERSHIP PRACTICES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 9
Pages: 1015-1021
Document ID: 2023PEMJ708
DOI: 10.5281/zenodo.7931529
Manuscript Accepted: 2023-05-13 03:00:42
Psych Educ, 2023, 8(9): 1015-1021, Document ID: 2023PEMJ708, doi:10.5281/zenodo.7931529, ISSN 2822-4353
Research Article

A Contextual Inquiry on Global Leaders’ Leadership Practices

Cherry Rose Alba*, Joy Celoso, Ilen Dalanon, Neil Franco, Christian Labad Labad, Dennis Ramiso, Renee
Lamela
For affiliations and correspondence, see the last page.

Abstract

The success of a school does not just depend on the school leader himself. Its success is a collaborative effort of teaching and
non-teaching staff, students, the community, and other stakeholders who have played essential roles in the realization of the
school’s mission, vision, goals, and objectives. Nonetheless, the school’s success is rooted in the excellent leadership skills that
the school manager or principal has consistently portrayed and remarkably created within the school community.
Furthermore, the researchers made use of a qualitative approach to obtain information on the principles, theories, and practices
in the perspective of global educational leadership. The data were gathered through a virtual interview with a global
educational leader with an impressive academic and administrative profile. The researchers served as interviewers at the same
time, documenters of the responses given on the vision/philosophy of the global school with the techniques employed to attain
the vision, especially during this time of pandemic; the experiences of a global leader such as the qualifications and training
which prepared him to become a productive and effective leader; the challenges encountered and how they were addressed; the
changes made in the school to achieve the desired goals; the practiced leadership style and the personal and professional
qualities he considered are the most significant for a leader; and the strengths and weaknesses of a leader. The recorded data
were analyzed through a narrative analysis and interpreted.

Keywords: Collaboration, Stakeholders, Leadership Skills, School Leaders, Global Leaders

Introduction ingrained in the application of his academic excellence

The success of a school does not just depend on the
school leader himself. Its success is a collaborative
effort of teaching and non-teaching staff, students, the
community, and other stakeholders who have played
important roles in the realization of the school’s
mission, vision, goals, and objectives. Nonetheless, the
school’s success rooted on the good leadership skills
that the school manager or principal has consistently
portrayed and remarkably created within the school
community. It is stated that it is the maximum critical
duty of a leader to create a surrounding wherein
groups and team members can provide their best, reap
high-quality results, and show respect for others
(Gambill, 2021). His good leadership in school brings
out the full capacity of every employee in encouraging
and enabling school-wide teaching excellence in order
to achieve the educational system’s mantra which is to
provide quality and efficient education, wherein the
end-result is to produce a strong rate of progress for all
learners. Although successful school leaders have
different styles and approaches to leading their
teachers and managing the entire school, there is a
universal truth about what a good leader must do to
build a good team. This leadership can be driven not
just only by the principals themselves and executive
staff, but also by the teachers.
The effectiveness of the leadership practices of a
global leader, according to eschoolnews.com,
combined with his management skills. School leaders
need to have a solid grasp of operational best practices
and an aptitude for enabling continuous development
on the quality of education, developing students’
learning outcomes, and enhancing teachers’
capabilities and expertise in the teaching-learning
processes. Moreover, school leaders must have strong
interpersonal skills to communicate with the students,
staff, parents, and external communities to gain
constant feedback and find opportunities to innovate.
However, it can be said that no two leaders are alike.
One may find a leadership practice effective, and other
may not. This is because leadership is a fluid practice.
It is always changing and improving the way in which
it helps the success of the school. It is also noted that
school managers have varied leadership practices and
skills that for them work best and effective in their
own workplace. It is important to recognize and
understand different leadership styles including the
situations in which they work well. Thus, International
Institute for Management Development enumerated
leadership styles in providing direction, implementing
plans, and motivating people. These can be broadly
grouped into five different categories: authoritarian
leadership, participative leadership, delegative
leadership, transactional leadership, and
transformational leadership. Each leadership skill
varies from one situation to others. The use of which
depends on the need that arises within the workplace

Cherry Rose Alba

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Research Article
and its effectiveness can be determined by the precise
management of the school leader. Henceforth,
leadership itself is using one’s natural management
strengths in an authentic manner to inspire and
motivate others.
Leadership Practices of a Global Leader: A
Contextual Inquiry is a life-long learning research
narrative that aims to seek and learn different
leadership theories and practices that are being applied
in some countries. This is another door for would-be
educational leaders to acquire new knowledge, skills,
and values and attitudes from the global leaders with
impressive academic and administrative profile.
Through this, global leaders at all levels in schools can
contribute to foster both a positive and motivating
culture for staff and a high-quality experience for
learners and to the development of the top skills
needed by would-be school leaders. In connection with
this, the narrative entails the best practices, theories
being utilized, and principles that served as foundation
of reasoning of a global educational leader, Mr.
Bernardino L. Melecio Jr., who is a native of Albay,
Philippines and currently the Principal and Vice
President of an International School in Thailand. It
involves answers to the sets of questions raised along
the school’s vision and philosophy, experience as a
leader, challenges encountered and how they were
addressed, change brought in the school, leadership
style, leadership strengths, weaknesses, and some
pieces of advice.
Research Objective
This study focused on the context-based leadership
principles, theories, and practices of global educational
leader. Specifically, this aimed to know the
vision/philosophy of the global school with the
techniques employed to attain the vision especially
during this time of pandemic; recognize the
experiences of a global leader such as the
qualifications and trainings which prepared him to
become productive and effective leader; identify the
challenges he has encountered and how they were
addressed; distinguish the changes made in the school
to achieve the desired goals; be familiar with the
practiced leadership style and the personal and
professional qualities he considered are the most
significant for a leader; and determine the strengths
and weaknesses of a leader.
Literature Review
Cherry Rose Alba
Methodology
The researchers made use of qualitative approach to
obtain information on the principles, theories, and
practices in the perspective of global educational
leadership. The data were gathered through a virtual
interview of a global educational leader with
impressive academic and administrative profile. The
researchers served as interviewers at the same time
documenters of the responses given on
vision/philosophy of the global school with the
techniques employed to attain the vision especially
during this time of pandemic; the experiences of a
global leader such as the qualifications and trainings
which prepared him to become productive and
effective leader; the challenges encountered and how
they were addressed; the changes made in the school
to achieve the desired goals; the practiced leadership
style and the personal and professional qualities he
considered are the most significant for a leader; and
the strengths and weaknesses of a leader. The recorded
data were analyzed through a narrative analysis and
interpreted.
Result
Vision/Philosophy of the leader
The name of the school is Ruamrudee City
International School based in Bangkok Thailand. It is a
private school using British Curriculum. It has 300
student catering aged eighteen months to thirteen years
old. The school is led by a Filipino president/principal
who is a native of Bicol in the person of Bernardino L.
Melecio Jr. School is a member of the International
Schools' Association of Thailand (ISAT). It is
affiliated with the Qualifications and Curriculum
Development Authority, U.K. and the Australian
Council for Educational Research (ACER), Australia.
It strives to inculcate atmosphere akin to a second
home at the campus, and are ably supported in
achieving this goal by their teaching faculty that cares
a lot about providing quality education, as well as
ensuring the wellbeing of their pupils and affording
them memorable experiences of their formative school
years. Wellbeing and involvement are generated by an
educational context or learning environment and give
direct feedback about the impact of the interventions
of the teacher (context variable). They are also linked
to the outcomes: wellbeing and involvement are the
indirect at least actual and tangible indicators of
learning process. They give a fair idea about the
chances for a positive personal, social emotional, and
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Research Article
cognitive development of the learner (Laevers &
Haylen, 2003).
The school’s vision is to attain global competency
focusing on learner’s intellectual, physical, emotional,
social, cultural, artistic, and moral development. It
projects the holistic development of the child that will
lead to a lifelong learning. A lifelong learning is
becoming one among many factors that are
transforming the governance of late modern societies,
as the state sheds directive powers both downwards (to
individuals and associations) and upwards (to
transnational corporations and intergovernmental
bodies) as mentioned by John Field in his study
“Lifelong Education”.
The techniques employed to attain the vision
especially during the time of pandemic is the use of
technology in delivering education on its best as it can
be during. New technologies bombard teachers from
all directions. Facebook, iPhones, iPads, Flickr, blogs,
cloud computing, Smart Boards, YouTube, Google
Earth, and GPS devices are just some of the most
recent examples. Though teachers often consider the
possibility that these technologies could have
pedagogical value, they frequently lack the skills and
dispositions to risk experimenting and playing with
them in order to optimize their educational impact.
There is an alternative approach in which teachers with
‘deep knowledge’ create their own technological
solutions, as needed, and tailor them to meet their
curricular and pedagogical needs. This idea of teachers
as designers (Koehler and Mishra, 2008) is important
because most technologies are not designed for
educational purposes (Mishra et al., 2009).
The administration made an initiative to rush the
improvement of the technological facilities to address
the expectations of the clientele since it is an
international school. The school made use of the two
types of online class the synchronous and
asynchronous. Every teacher has a zoom account to be
used during online class. Teachers are task and
oriented when to do and not to do online class. Policies
and regulation of the school is clearly explained to the
parents, teachers, students and community. The school
set to it that there is an open line communication to
address the arising problems. The mutual dependency
of leaders and followers is something commented on
by Cronin: “A leader has to resonate with followers.
Part of being an effective leader is having excellent
ideas, or a clear sense of direction, a sense of mission.
But such ideas or vision are useless unless the would-
be leader can communicate them and get them
accepted by followers”.
Cherry Rose Alba
The school’s mission is to develop young learners’ full
potential and provides the best quality education
through a relaxed, secure and caring environment. It is
the mission of the school to develop individual full
potential at different rate. To set a standard that will
meet the complicated expectations of the both Western
and Asian parents.
The school’s philosophy is to let the internal and
external stakeholders fully understand the
implementation of the curriculum, the rules and
regulation of the school, and the school’s vision and
mission. Its guiding principle is for the school to
develop a community confidence and excellence in
learners from a diverse culture of 24 countries that is
present inside the educational institution. A clear
communication of school related issues is one of the
most significant guiding principles of the school.
Experience as a leader
The respondent said that in an international
organization that he is in, the qualifications, trainings
and experiences that helped and prepared him to
become a productive and effective leader are the
following:
Having good personal traits.
Being courageous to face whatever challenges that
we may encounter.
Understand your community (colleagues, parents,
learners and other stakeholders), their culture,
tradition and beliefs.
Be creative. Show your creativity at all times.
Exercise open and effective communication because
it is a must for the progress and betterment of the
organization.
Digitalization brings about great challenges for leaders
of business organizations who now have to deal with
disruptive changes on the commercial landscape, with
data-driven decision making, as well as with new ways
of crowd-based working; and with a workforce with
ubiquitous access to information and establishing new
ways of communication (Hesse & Andreas, 2018).
One of the critical difficulties that he had encountered
as an educational leader was when COVID-19
pandemic announcement in their country, then there’s
a news that there were symptoms and tested positive in
their school. Their president called him and gave him
an order to close the school immediately. As a
principal of the school, he had to think first before
making a decision as to what to do next without
causing panic to the learners and parents. In this
scenario, he assessed based from facts and other
evidences to prove if the news was really true. He
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Research Article
made the parents and learners understood the situation
that they were facing before coming into a sound
decision. It was hard at first knowing that the school
were closing given the fact that they were a private
international school, he had to consider where to look
for a salary for his employees.
According to the respondent, in every situation that we
are facing always see to it that before making huge
decision you have to think carefully and rationally,
consider its consequences. The best strategy that he
could offer was based from his experience. Handling
different nationality in an international school is not
that easy, you have to understand your community,
their culture, beliefs and traditions. Once a problem
comes your way, be ready at all times. Always see that
problem as an opportunity for you to grow and be wise
in every decision that you are making and will be
making in the future. No one size fits all, just be
flexible and able to cope up with every situation. In a
leader, good decision making requires patience and
understanding and must be based from facts and
evidence. Be patient but firm and try to impose open
communication at all times. He believes that in every
situation we are into, there is always a solution for
that. Always choose what is right, good and free from
any bias decision. Once you are a leader it is your
great responsibility to be more optimistic, analyze the
situation, listen intently, think rationally and instead of
thinking how big is the problem, think for a vast
reason in solving and finding the solution for it for as
long as that you never belittle people and it’s for the
common good of everybody go for it. The respondent
acted intelligently on what is necessary and what’s
best for the internal and external stake holder and the
school. As John Mattone has explored them in great
depth. The intelligent leader – the outstanding leader –
must possess a clear vision of the capabilities,
commitment, and alignment of inner-core values and
outer-core competencies required to lead effectively.
The definition of leadership success isn’t really unique
to each organization, though each leader is unique.
The respondent shared that he is a type of leader whom
applies a situational and democratic leadership to be
able to attain his academic goals and objective.
Situational leadership in the sense that he assesses first
the situation before making a sound decision for the
betterment of the organization. He also applies
democratic leadership because he encourages his
employees to speak up. He shows empathy and he
always give value to his employees. Empowering your
colleagues and encouraging them to discover and
develop their talents and skills into its full potential
will manifest that you are a true leader. Kendra
Cherry Rose Alba
Cherry, Author, Psychosocial Rehabilitation
Specialist, Educator mentioned that researchers
suggest that good democratic leaders possess specific
traits that include honesty, intelligence, courage,
creativity, competence, and fairness. Strong
democratic leaders inspire trust and respect among
followers.
Challenges encountered & how they were
addressed
The emergence of unmotivated and challenging
employees is not an alien thing in every workplace,
most especially in the educational system. These
employees, teaching and non-teaching staff, may have
their different excuses and/or valid reasons for
behaving and acting that way. Nonetheless, the catch
here is on the ability and leadership skills of the
administrator, school head, or anyone whose function
is to build up their teachers so that they can face and
overcome any obstacle they encounter. It is
emphasized that to be a bridging leader, one must be
an effective mentor who genuinely and frequently
gives guidance and assistance to these unmotivated
and challenging kinds of employees. Also, by
mentoring them, it is a must to acknowledge their
weaknesses and capitalize their strengths. It simply
implies that a leader needs to give pieces of advice,
words of encouragement, praises, and at the same
time, sort of positive criticism for them to achieve
more and become better educator every single day. It
is also stressed out that a bridging leader must show
empathy to his subordinates. One must be aware of
and sensitive to the feelings, thoughts, and experiences
of his subordinates. In the simple definition, being into
their shoes. For one to understand them – the problems
they have and to feel the burden they are carrying.
Knowing how they are doing, understanding the
situation they are in, and communicating fully their
desires and needs mean a lot to them. It lets them feel
that they are valued, and their presence and expertise
are essential in the workplace; that they have a crucial
part in the system.
Mentoring and empathy really work well in bridging
the unmotivated and challenging employees to the path
that they are walking through. With these two
mentioned strategies, it is believed that when things
get rough: when staff feel unmotivated and struggling
about their work, it is a must that a superior must know
when and how to be an answer and to provide response
to their clamors. Giving immediate solutions to the
challenges that teachers are having transforms them to
becoming better and productive employees in their
workplace. It gives them the will to move forward and
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Research Article
to continue delivering quality and efficient education
to their clienteles.
One way to increase the cultural intelligence and
empathy of managers was proposed by Ragins, who
indicated that mentors in diversified mentoring
relationships (DMRs) may become more culturally
intelligent and empathic as a result of exposure to the
situations and challenges faced by their lower power
protégés. Thus, it really changes their behavior to
really function well as an educator who bridges
between ignorance and knowledge. It gives them the
power and driving factor to accomplish the tasks
assigned to them and do their jobs passionately. They
become more dedicated about their work and exert
more effort to knowing that they are essential to the
school’s success; that teaching-learning process exists
because of them; and that the community treats them
as heroes.
Change
In an organization collaboration, takes an important
role in achieving success. There were instances that
the members have this competition which resulted to
misunderstanding, as a leader We should take a move
to solve this problem by talking to them personally and
explaining the important rule of collaboration in
achieving the goal. By this, according to respondent
they build a strong group targeting success of their
school through their cooperation. According to Claire
S. Rees, Lauren J. Breen, Lynette Cusack, and Desley
Hegney in their study about The International
Collaboration of Workforce Resilience Model, when
not managed effectively, high levels of workplace
stress can lead to several negative personal and
performance outcomes. Some professional groups
work in highly stressful settings and are therefore
particularly at risk of conditions such as anxiety,
depression, secondary traumatic stress, and burnout.
However, some individuals are less affected by
workplace stress and the associated negative
outcomes. Such individuals have been described as
“resilient.” A number of studies have found
relationships between levels of individual resilience
and specific negative outcomes such as burnout and
compassion fatigue.
Experience is the best teacher; and the worst
experiences teach the best lesson, as we are learning
from our experience it also serves us our guide as we
continue to grow in our profession. According to the
respondent as a leader in making decision it should be
clear from the subordinates or it should be clear to
everyone to avoid misunderstanding and to limit the
Cherry Rose Alba
failures. This statement is supported by the study of
Robert J. Thomas and Peter Cheese about “Leadership:
experience is the best teacher”. According to its
practical implication, The experience‐based method
can be adapted to the developmental needs and
opportunities of leaders and potential leaders at all
stages of their careers, and also to the changing needs
of organizations operating in complex and uncertain
environments. The goal of experience‐based
leadership development is to equip employees to mine
their experiences – continuously and intensively – for
insight into what it takes to lead, what it takes to grow
as a leader, and what it takes to cultivate the leader in
others (peers and superiors as well as subordinates).
The respondent also added that even though he has
some mistakes in his past decisions, he did not wish to
change it because from those mistakes he learned from
it and it is part of who he is now.
Leadership style
There are a lot of factors that determine and influence
the personal and professional qualities such as the
perspectives of the leaders, organizational structure,
and even the present context or situations. In principles
of effective leadership, it is emphasized that an
effective leader plays pivotal role in the system and
there are different personal and professional qualities
that can be considered most significant for a leader.
Based on the responses provided in the viewpoint of
global educational leadership, a leader must be
someone who encourages participation of members in
the decision making process most specifically in
finding solutions to the problems; a leader who knows
to connect members to their work; a leader who
strengthens their capabilities and continues to uphold
ethical and professional standards; a leader who builds
an organization with sense of respect, integrity, and
transparency; and a leader who leads by example. It is
said that there may be no perfect way of leading the
organization but a true leader has the power to create
an encouraging organization which is able to work and
achieve success.
According to Stewart-Banks, Bessie; Kuofie,
Matthew; Hakim, Amy; Branch, Robert the work
performance and morale of staff members are
significantly influenced by the leadership style.
Furthermore, it was revealed that communication,
relationships, open-mindedness, approachability,
enjoyment of education, and being knowledgeable in
the education field as an explanation of the
characteristics of leaders that play a role in the
commitment of school staff.
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Research Article
Along with the personal and professional qualities of a
leader, leadership style is another consideration in the
field of leadership as to how the theories and
principles are put into practices. One major challenge
in the part of a global educational leader is diversity of
students, teachers, and parents as they come from
different countries across the globe. However, there is
specific leadership style being applied by the
educational leader to address all the challenges within
the system. The democratic leadership style also
known as participative and shared leadership style has
proven positive influence in leadership and
management. In the system, democratic leader allows
staff to establish goals, inspires them to share decision
making and problem-solving responsibilities, and
encourages them to grow in the job and be promoted
while recognizing their achievement. These are the
manifestations of effective and efficient leadership
where everyone works with the organization’s goals
and objectives and eventually hit the pinnacle of
success.
Leadership strengths & weaknesses & advice
One of the noted strengths of the respondent is being
decisive in his decision making. He set to it when he
made a decision everyone is aware it especially the
administration. He stands for what he believed is right
and beneficial to both the school and the community.
A decisive leader can make a bold move (“betting
against the odds”) in response to a large change in the
underlying landscape, whereas an indecisive leader
biases her position excessively towards the status quo.
An organization led by an indecisive leader needs to
accumulate unrealistically strong evidence before it
changes the course of action, thereby hindering the
organization’s ability to adapt to a changing
environment (Ishida, 2008).
On the other hand, he admitted that over empathy to
his people sometimes abused and become one of his
weaknesses. In bridging leader one of the qualities of
an effective leader is empathy but sometimes it can be
also a weakness of leadership. One of the biggest
drawbacks of empathy is that it can lead to poorer
decision-making. Since empathy is often a big burst of
emotion, we might be tempted to simply solve the
problem for the distressed employee, but this could
cause problems for other team members in turn
according to Jordan Rinaldo in his article “Empathy in
Leadership: The Pros and Cons”.
Cherry Rose Alba
Discussion
School leadership has been acknowledged as the
foremost foundation of successful organization. It
requires in-depth knowledge, broad skills, and
appropriate values and attitudes of a leader to translate
the vision of the organization into reality. One thing
that guides a leader is the employed leadership style
where the entire principles, theories, and practices are
anchored. However, the basis of embracing specific
style of leadership is primarily based on the existing
situation, members of the organization that are to be
led, and the resources. In the global context,
democratic leadership style appeared to be effective
and efficient in such a way that the decision-making
process is participated by the leader and the team
members most especially in finding solutions to the
problems, the leader allows them to establish goals,
recognizes and encourages achievement, and
capacitates them to grow in the job and get promoted.
These unique strengths of a leader have shown the
great impact in the lives of the learners, parents,
teachers, stakeholders, and the organization as a
whole.
Besides the strengths of a leader there are also
weaknesses because there is no perfect
leadership—weaknesses that sometimes hamper the
progress and development of the organization that
everyone is working for. However, a good leader sees
opportunities in every weakness rather than the
weakness in every opportunity. There is no doubt there
are educational leaders whom we recognized and
considered as successful ones in their own field.
Along with being successful in leadership is the fact
that a leader must continue to learn. A good leader
opens his door for learning opportunities to strengthen
personal and professional growth and development in
order to secure a continuous dispensing of knowledge
to his people. There may be challenges along the way
but the true essence and key to success is a never-
ending learning. Indeed, anybody can easily define
leadership but few can understand the real picture in
the leadership field. Thus, good leadership can be
found in someone who knows what leadership is, how
it is practiced, and why it is considered a skill.
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Research Article

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individual resilience in the workplace: the international collaboration Education - Philippines
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Cherry Rose Alba

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