Abustan Dissertation Final Paper

UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA
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LEADERSHIP FACTORS OF EDUCATIONAL LEADERS, ORGANIZATIONAL

CULTURE AND TEACHER COMPETENCE IN SELECTED PRIVATE HIGHER
EDUCATION INSTITUTIONS (HEIS) IN BINAN CITY , LAGUNA
A Dissertation
Presented to
The Faculty of the Graduate School
University of Perpetual Help System Laguna
In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy major in Educational Management
By
ARCANGEL JOSHUA M. ABUSTAN
June 2023
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Acknowledgement
The researcher would like to express his heartfelt gratitude to the following people
who are in one way or another, have helped in making his thesis possible:
To Dr. Ferdinand C. Somido, the Dean of Graduate School, for all the knowledge
he imparted in making this research;
To Dr. Susana C. Bautista, the Associate Dean of Graduate School, for unending
guidance to her students.
To Dr. Antonio R. Yango, his thesis adviser and editor, for his unending patient
checking, revising and sharing his knowledge to accomplish this study.
To Dr. Nonet A. Cuy, his statistician, for being patient and for sharing her
understanding and mastery in the field of statistics;
To Dr. Ernesto A. Serrano, Jr. his mentor, for sharing his knowledge and expertise;
To the three Selected Private Higher Education Institutions in Binan, Laguna,

who served as his respondents, for their cooperation in achieving this study;
To all of his supportive and helpful friends, who helped him to accomplish this
study;
To his loving family, for giving him strength, hope and inspiration to finish this
thesis; and
To those people who were not mentioned. Thank you so much.
The Researcher
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DEDICATION
A.J.M.A
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Abstract
Title: Leadership Factors of Educational Leaders, Organizational Culture
and Teacher Competence in Selected Private Higher Education
Institutions (HEIs) in Binan City, Laguna
Researchers: Abustan, Arcangel Joshua M.

Degree: Doctor of Philosophy major in Educational Management
School: University of Perpetual Help System Laguna
Academic Year: 2022-2023
Adviser: Dr. Antonio R. Yango
Number of Pages: 84
This study attempted to determine the Leadership Factors of Educational Leaders,

Organizational culture and Teacher Competence in Selected Private Higher Education
Institutions (HEIs) in Binan City, Laguna. Specifically, it investigated the respondents’
leadership factors in terms of Attitude, Determination and Motivation, Organizational
Culture in terms of Create, Collaborate, Control and Compete and lastly the level of
teacher competence. Further, the study probed the relationship between the respondents’
leadership factors and organizational culture, organizational culture and level of teacher
competence, and organizational culture and level of teacher competence. Finally, it
probed the predictive ability of Leadership Factors and Organizational Culture of Level
of Teacher Competence of selected private higher education institutions in Binan city,
Laguna. The descriptive-correlational research design was employed in this investigation.
The total population of the study was 464 of faculty in selected private higher
education institutions in Binan City, Laguna. The sample size was 211 faculty of selected
private higher education institutions in Binan City, Laguna using the Raosoft caulculator
with 95% confidence level and 5% margin of error. Stratified random sampling technique
was used in this study. The study was conducted during Calendar Year 2022-2023.
The findings showed that a weighted average of 3.39 revealed that the leadership
factors of educational leaders along attitude=3.41, determination=3.40 and
motivation=3.36 were highly favorable. A weighted mean of 3.37 revealed that the
Organizational Culture of Higher Education Institutions along create=3.39,
collaborate=3.38, control=3.36 and compete=3.34 was highly favorable. A weighted
mean of 3.38 revealed that the respondents’ level of teacher competence was very high.
For the relationship between the respondents’ leadership factors of the educational
leaders and organizational culture of higher education institutions, the obtained p- values
for attitude=0.000, determination=0.000 and motivation=0.000 were all less than the
level of significance @ 0.01, therefore, significant relationship was noted. On the other
hand, the obtained p-values for create=0.000, collaborate=0.000, control=0.000 and
compete=0.000 were all less than the level of significance @ 0.01, therefore, significant
relationship was observed. For the relationship between the respondents’ leadership
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factors of the educational leaders and level of teacher competence of higher education
institutions, the obtained p- values for attitude=0.000, determination=0.000 and
motivation=0.000 were all less than the level of significance @ 0.01, therefore,
significant relationship was noted. For the relationship between the respondents’
organizational culture and level of teacher competence of higher education institutions,
the obtained p- values for create=0.000, collaborate=0.000, control=0.000 and
compete=0.000 were all less than the level of significance @ 0.01, therefore, significant
relationship was noted.
A value of 0.000 indicates a high level of prediction of the dependent variable

(level of Teacher Competence). The obtained R square of 0.823 shows that independent
variables (leadership factors and organizational culture) explain the variability of the
dependent variable (level of teacher competence). Further, the ANOVA shows that the
independent variable leadership factors and organizational culture statistically
significantly predicted the dependent variable teacher competence with an F-value of
145.93 and a probability value of 0.000 which is less than the 0.05 significance level.
It was concluded that the leadership factors of educational leaders along attitude,
determination and motivation were highly favorable. The Organizational Culture of
Higher Education Institutions along create, collaborate, control and compete was highly
favorable. The respondents’ level of teacher competence was very high. The more
favorable the leadership factors of the educational leaders along attitude, determination,
and motivation, the better is the organizational culture in terms of create, collaborate,
control and compete. The more favorable the leadership factors of educational leaders
along attitude, determination, and motivation, the higher is the level of teacher
competence. The more favorable the organizational culture along create, collaborate,
control and compete, the higher is the level of teacher competence. And the independent
variables leadership factors along attitude, determination and motivation and
organizational culture in terms of create, collaborate and control are the drivers of teacher
competence in higher education institutions.
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TABLE OF CONTENTS
Page
Title Page i
Recommendation for Oral Examination ii
Approval by the Panel of Examiners ii
Final Approval ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vii
List of Tables x
List of Figures xii
Chapter
1 THE PROBLEM AND ITS SETTING
Introduction 1
Theoretical/Conceptual Framework 6
Operational Framework 7
Operational Model 8
Statement of the Problem 9
Statement of Hypothesis 10
Assumption of the Study 10

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Scope and Delimitation 10
Significance of the study 11

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Definition of Terms 12
2 REVIEW OF RELATED LITERATURE AND STUDIES
Leadership Factors of Educational Leaders 15
The Organizational Culture of Higher Education Institutions 27
The Teacher Competence in Higher Education Institutions 33
Relationship Studies about Leadership Factors of Higher Education
Leaders, Organizational Culture and Teacher Competence 41
Synthesis of the Reviewed Literature 44
Gaps Bridged by the Present Study 45
3 RESEARCH METHODLOGY
Research Design 46
Sources of Data 46
Population of the Study 47
Instrumentation and Validation 47
Evaluation and Scoring 48
Data Gathering Procedure 49
Statistical Treatment of Data 50
4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA 51
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5 SUMMARY OF FINDINGS, CONCLUSIONS,

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AND RECOMMENDATIONS
Summary of Findings 72
Conclusions 74
Recommendations 75
REFERENCES 78
APPENDICES 84
Appendix A (Letter/s)
Appendix B (Sample Questionnaires)
Appendix C (Editor’s/Statistician’s Certification)
Appendix D (SPSS/TURNITIN Certification)
Appendix E (Curriculum Vitae)

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LIST OFixTABLES
TABLE PAGE
1 The Leadership Factors of Educational Leaders:
Attitude 51
Determination 52
Motivation 53
4 Composite Table of the Leadership Factors of
Educational Leaders 54
5 The Organizational Culture of Higher Education
Institutions: Create 55
Institutions: Collaborate 57
Institutions: Control 58
Institutions: Compete 59
9 Composite Table of the Organizational Culture
Of Higher Education Institutions 60

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10 The Level of Teacher Competence in Higher Education 62
Institutions
x
11 Relationship Between Leadership Factors of the Educational
Leaders and Organizational Culture of Higher Education
Institutions 64
12 Relationship Between Leadership Factors of the Educational
Leaders and Level of Teacher Competence of Higher
Education Institutions 65
13 Relationship Between Organizational Culture of the Educational
Leaders and Level of Teacher Competence of Higher
Education Institutions 67
14 Multiple Regression Between Leadership Factors, Organizational
Culture taken Singly or in Combination of Level of Teacher
Competence in Higher Education Institutions 69

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LIST OF FIGURES
FIGURE PAGE
1 Operational Model of the Study 8

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Chapter 1
THE PROBLEM AND IT SETTING
Introduction xii
Top educational leaders have a number of key tools at their disposal in their
never-ending drive to preserve the viability and effectiveness of their organizations,
including strategy and culture. The company's aims are given a formal logic by strategy,
which also centers people in their pursuit. Through shared assumptions and social
conventions, culture directs behavior and expresses goals through values and beliefs. For
group activity and decision-making, strategy gives focus and clarity. It depends on plans
and sets of decisions to mobilize people and is frequently enforced by specific rewards
for attaining goals and penalties for failing to do so. Additionally, it includes adaptable
components that can scan and assess the outside environment to determine when
adjustments are necessary to ensure continuity and growth. Most leaders are familiar with
the principles, and leadership and strategy formation work hand in hand. Although much
of culture is rooted in unspoken habits, mindsets, and social patterns, it is a more elusive
lever (Groysberg et al., 2018). In the Philippines, school administrators are conscious of
upholding the dignity of their leadership while also treating staff members with respect.
Subordinates will be required to follow orders that have been delivered to them clearly
and exactly with little to no discussion (Warburton, 2022).
Taylor (2018) states that their study uses a leadership density inventory
instrument (LDI) to examine how leadership aspects of educational leaders have changed
UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA 2
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within the organizational context since 2005. The study's findings also showed that the
association between agile leadership components and curriculum change was statistically
significant at the 0.01 level. According to Pitpit's local study (2020), the majority of
inexperienced instructors believe that their choices to leave or remain at a job are based
on intrinsic reasons, which can be helped or impeded by the organizational structure of
the job. the complexity of a beginning teacher's job requirements.
Like in the field of education, the study by Negis-Isik & Gursel (2018) on
organizational culture has attracted a lot of interest from academics in many different
fields. Institutions have a set of beliefs, attitudes, traditions, views, rules, and dogmas that
serve as their behavioral model. Even though they may appear similar from the outside
every school has unique qualities and a unique culture that set it apart from other schools.
One of the key elements that affect a school’s effectiveness and success is its culture.
This study set out to deeply explore the flourishing school. Due to its focus on one
institution and its ethnographic nature due to the use of the school's identification in a
cultural context, this study was a case study. The results of the study showed that factors
related to students and their preparation for special tests had a greater impact on academic
success than factors related to the institution. The outcomes also showed that the school's
culture was generally favourable. It can be deduced that favorable organizational culture
traits like (1) teachers from different views have positive relationships, (2) teachers
demonstrating shared attitudes in problem solving, and (3) school directors having
leadership characteristics also contributed to school success. The study's findings would
aid teachers and administrators in understanding the connection between organizational

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culture and elementary teachers' productivity, thereby raising their performance and
rationalizing the planning of actions aimed at doing so. The descriptive analysis method
was employed in the study by Bernabe (2018) to ascertain the connection between
organizational culture and student productivity.
In Dasmarias City Cavite's City Schools Division, organizational culture and
school productivity are significantly correlated. In terms of organizational culture and the
productivity of elementary teachers, as perceived by teachers, the City Schools Division
of Dasmarias City Cavite's Department of Education was the main subject of this study.
In order to improve teacher performance and to update current policies and practices as a
basis for policy formulation, program development, and procedural enhancement, the
paper contributes to an understanding of the greater need of the City Schools Division in
making policies and plans and for a thorough understanding of the relationship between
organizational culture and its productivity.
In order to inform the present measurements of teacher competency in higher
education, A-Maawali & Al-Siyabi (2020) look at the internally motivated variables that
should contribute to quality in the teaching process. It was assumed that quality
procedures were imposing rather than teacher-driven because previous studies had
revealed mixed attitudes and responses towards measurements of quality. The results of
the study show that teachers' impressions of quality assurance techniques and how they
affect instruction are generally on the average level. This study suggests empowering
instructors to actively participate in excellent teaching protocols and suggests a model of
internally motivated variables. A ground-breaking invention is required to create a quick

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online task management system. As a result, maintaining this system demands a
dedicated input from every faculty member. In their study, Ereje and Ambag (2020), the
authors sought to relate the teachers' subject-matter knowledge and pedagogical
approaches like constructivism, collaborative, integrative, inquiry-based, and reflective
approaches to the learning outcomes on grade 10 students' first periodic test as well as the
teachers' competence as judged by headteachers and students. The Philippines' North
Cluster, Division of Cavite Province is linked to several schools that provided the same
strands in information and communications technology, cooking, and wellness massage.
According to headteachers' assessments, the instructors' subject-matter knowledge and
pedagogical strategies were both excellent. The results showed that students' evaluations
of the professors' competency were quite satisfactory. Additionally, there is a significant
difference between how competent teachers are judged by headteachers and how
competent they are judged by students. There is also a significant relationship between
teacher competence and learning outcomes of students' first periodic test as well as
between teacher competence and assessments of students' subject knowledge and
pedagogical approaches, with the exception of reflective approach, which has a very
weak positive correlation.
The educational leader’s leadership factors affect the culture and performance of
their faculty members in the university or school. Their performance as a leader is the
effect of their teacher’s performance on how they execute their order as a leader of their
university. Currently, there are no such studies that link the leadership factors of
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educational leaders, organizational culture and teacher performance in Selected Private

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HEIs in Binan, Laguna.
Several studies have been conducted to demonstrate the interrelationships
between and among Leadership Factors of Educational Leaders, Organizational Culture,
and Teacher Competence, such as the study of Tsai (2018), which states that
Organizational cultures were significantly (positively) correlated with leadership factors
and job satisfaction, and leadership behavior was significantly (positively) correlated
with job satisfaction, and Xenikon (2019), which concludes that the interact, According
to Schein (2022), leadership factors shape organizational culture by how they act, Dabash
(2018) states that school director leadership factors have the potential to significantly
improve teacher performance as well as student achievement, Suharningish & Murtedjo
(2018) concludes that organizational culture has an indirect effect on employee
performance through job satisfaction, and Tahina, et al. (2021) demonstrated that there is
a significant relationship between organizational culture and employee performance.
However, despite the numerous studies conducted about school culture, no study
yet had been conducted particularly in the lone district of Binan City Laguna that
investigated the leadership factors of educational leaders, Oorganizational culture and
teacher competence in selected private HEIs.

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Thus, this study aimed to determine the Leadership factors of educational leaders,
Organizational culture and Teacher Competence in selected private HEIs in Binan City,
Laguna. This could serve as guide to the higher education leaders so that they can lead
and improve the performance of their teachers, creating a good organizational culture in
their school and maintaining and evaluating the teacher competence to give the best
instructional performance to the students.
Theoretical/Conceptual Framework
The study considered the Behavioral Theory of Watson and Skinner (2018),
which emphasizes on shifts from the traits or qualities of leaders to their behaviors and
actions. This theory considers effective leadership to be the result of many learned or
acquired skills. It proposes that an individual can learn to become a good
leader. Behavioral leadership theory argues that the success of a leader is based on their
behavior rather than their natural attributes. Behavioral leadership theory involves
observing and evaluating a leader's actions and behaviors when they are responding to a
specific situation. This theory believes that leaders are made, not born. Proponents of this
theory suggest that anyone can become an effective leader if they can learn and
implement certain behaviors.
Likewise, the study also considered the Human Relations Theory by Gordon
(2022), which focuses specifically on the individuals needs and resultant behaviours of
individuals and groups. It takes an interpersonal approach to managing human beings. It
presents the organization is made up of formal and informal elements. The formal
elements of an organization are its structure. The informal aspects of the organization
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include the interactions between individuals. In this way, the organization is a type of
social system. This system should be managed to create individual job satisfaction and
the resultant motivation of the individual. Notably, much emphasis is placed on how
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individuals interact within groups and the result group behaviour and performance.
And lastly, the study considered the Competence Theory as cited in Indeed
Editorial Team (2020). It centers on the idea that people are driven to engage in activities
to develop or demonstrate their skills. If someone successfully performs a challenging
task and receives praise from family or peers for it, then they will experience a belief in
their competence in that achievement domain—physical, cognitive or social. Success or
mastery of a task can lead to an overall increase in the perception of one’s own
competence. However, if the person is continually failing at a task or does not receive
peer support, it can have the opposite effect.
Operational Framework
This study was anchored on Behavioral Theory of Watson & Skinner (2018)
which summarizes the valuable points about leadership factors, organizational culture
and teacher competence. In the theory they mentioned that the behaviors and style of
leadership of the managers or department heads affect the performance of their employee.
They also note that the manager or the department head must be flexible so that it can
motivate their employees to better on their work performance.
This study had independent and dependent variables. The independent variables
are the leadership factors of educational leaders and Organizational Culture in selected
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private HEIs in Binan City, Laguna. On the other hand, the organizational culture and
teacher competence of selected private HEIs in Binan City, Laguna are the dependent
variables.
Operational Model
Independent Variable
Leadership Factors of
Educational Leaders: Dependent
 Attitude Variable
 Determination
 Motivation
Teacher
Dependent/Independent Competency
Variable
Organizational
Culture:
 Create
 Collaborate
 Control
 Compete
Fig. 1. The operational model of the study.

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Statement of the Problem
This study aimed at determining the leadership factors of educational
leaders, organizational culture and teacher competence in selected private HEIs in Binan
City, Laguna. Specifically, the study sought answers to the following sub-problems:
1. What are the leadership factors of educational leaders in terms of:
1.1. Attitude,
1.2. Determination, and
1.3. Motivation?
2. What is the organizational culture of higher education institutions in terms of:
2.1 Create,
2.2 Collaborate,
2.3 Control, and
2.4 Compete?
3. What is the level of teacher competence in higher education institutions?
4. Is there a significant relationship between leadership factors of the educational
leaders and organizational culture of higher education institutions?
5. Is there a significant relationship between leadership factors educational leaders
and level of teacher competence in higher education institutions?

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6. Is there a significant relationship between organizational culture and level of
teacher competence in higher education institutions?
7. How predictive are leadership factors and organizational culture, taken singly or
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in combination, of level of teacher competence in higher education institutions?
Statement of Hypothesis
The study tested the following hypotheses which were in null forms:
H01 There is no significant relationship between leadership factors educational leaders
and organizational culture of higher education institutions.
H02 There is no significant relationship between leadership factors of educational leaders
and level of teacher competence of higher education institutions.
H03 There is no significant relationship between organizational culture and level of
teacher competence of higher education institutions.
H04 The variables leadership factors and organizational culture, taken in combination, do
not significantly predict the level of teacher competence.
Assumption of the Study
The study revolved around the following assumptions:
1. The leadership factors influence the entire organization that brings to a
commendable leader-member relationship.
2. The organizational culture guides and informs the actions of all team members.
3. Competence indicates the preferred results in a manner that is as effective and
efficient as possible.
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4. The respondents answered the questionnaires provided honestly and truthfully.

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Scope and Delimitation
The aimed at determining the leadership factors of educational leaders,
organizational culture and teacher competence in selected private Higher Education
Institutions in Binan City, Laguna. The respondents of the study were the faculty of
selected private Higher Education Institutions in Binan City, Laguna specifically
from the 3 selected private higher education institutions in Binan, Laguna. The
investigation was conducted during Academic Year 2022-2023.
Significance of the Study
The findings of the study are deemed important for it would benefit the following:
Faculty of Private HEIs in Binan, Laguna, the results of the study would help the
teachers enhance their performance and adopt the right organizational culture in their
respective institutions.
Educational Leaders in Binan, Laguna (Deans, Program Chairs and School
Directors). They would be able to provide good leadership, possess good characteristics
as a great leader of the higher education and to manage and assess the problems of their
institutions in terms of management and make an intervention to prevent immoral acts of
their mid-management.
Researcher would be benefitted in this study because it would provide him some needed
information to enhance his skills about the chosen topic.

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Future Researchers, the results of the study would serve as reference or study materials
that can help them when making an investigation similar to the present study.
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Definition of Terms
The following terms were defined conceptually and operationally:
Leadership refers to an ability to manage and give intervention to the group of
individuals (Pratt, 2022). In the study, it refers to the ability of an individual to influence
others to accomplish an objective and directs the organization in a way that makes it
more cohesive and coherent.
Factors refer to the ability of a person to produce effects based on their actions and
behavior (Pecaric & Tudman, 2017). In the study, it influences an event to make an
impact or result on leadership.
Leadership Factors in this study, it pertains to attitude, determination and motivation.
Attitude refers to a set of emotions, beliefs, and behaviors toward a particular
object, person, thing, or event Susman (2021), Operationally, it refers to the
behavior of the educational managers which may influence the organizational
culture of the institution and the teacher performance as well.
Determination refers to a set of person’s skills necessary for accomplishing any
kind of goal or objective (Indeed Editorial Team, 2021). In the study, it
determines the decision-making and purpose of the educational leaders to

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challenge the teachers in achieving commendable teaching performance which in
turn may improve the institution’s culture.
Motivation refers to the process that initiates, guides, and maintains goal-oriented
behaviors (Morin, 2022). Operationally, it is the desire or willingness of the

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educational leaders to motivate the teachers to accomplish their tasks accordingly.
Educational Leaders refer to leaders who motivate academics in universities, faculties,
or departments and provide challenging opportunities as well as creating appropriate
academic environments for academics to improve themselves (Esen, 2021), in the study,
it refers to the school directors, deans and program chairs in selected private HEIs in
Binan, Laguna.
Organization refers to a collection of people, who are involved in pursuing defined
objectives. It can be understood as a social system which comprises all formal human
relationships (Business Jargons, 2022). In the study, it refers to a structure or manned by
group of individuals who are working together towards achieving a common goal.
Culture is the characteristics and knowledge of a particular group of people,
encompassing language, religion, cuisine, social habits, music and arts (Pappas &
McKelvie, 2021). Operationally, it refers to the values beliefs and acceptance of the
teachers.
Organizational Culture refers to the proper way to behave within the organization
SHRM (2022), In the study, this culture consists of shared beliefs and values established
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by leaders and then communicated and reinforced through various methods, ultimately
shaping employee perceptions, behaviors and understanding.
Create refers to doing something new (Helfrich, et al., 2017). Operationally, it

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refers on creating something into existence using a competing values framework.
Collaborate refers to building team or doing things together (Bremer, 2017). In
the study, it refers on how they will accomplish their task as a team based on a
competing values framework.
Control refers to an organization that takes a traditional approach and is focused
internally (Bhasin, 2020). Operationally, using a competing values framework, it
refers to a formal structure that puts its onus on well-defined procedures,
processes, and plans for every titbit.
Compete refers to external maintenance with a need for stability and control
(MBA Knowledge, 2022). In the study, it refers to achievement and how getting
the job done.
Teacher refers to a person who helps others to learn (IGI Global, 2022). In the study,
refers to a person who facilitates learning, including the higher education institutions in
Binan Laguna.
Competence is the act of performing; of doing something successfully; using knowledge
as distinguished from merely possessing it (Princeton’s WordNet, 2022) In the study, it
refers as to how a teacher fulfills their job duties and executes their required tasks. It also
pertains to the effectiveness, quality, and efficiency of their output.

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Level of Teacher Competence in the study, refers to a teacher's impact on students'
learning as established through student achievement test scores, observed pedagogical
practices, school heads or student surveys. It is measured using a four-point Likert Scale
such as 4 (strongly agree/very high),3 (agree/high), 2 (disagree/low), and (strongly
disagree/ very low).
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter covered the related literature and studies that the researcher used as
the baseline information to support the research study.
Leadership Factors of Educational Leaders
Secondary school education is currently in high demand throughout the world,
particularly in emerging countries such as Vietnam. School leadership is becoming
increasingly important in educational change. To meet this for secondary school
education, the Vietnamese government seeks to build effective school leadership in its
education policy agenda (Huong, 2020). Singphen et al. (2019) discovered that Setting
Organizational Direction (SETTD) had a direct influence, an indirect influence, and a
total affect on the effectiveness of most small-sized schools. Furthermore, with an
influence value of 0.044, strategy formulation (STRAT) had a greater indirect influence
than strategy implementation. With an influence value of 0.046, strategic control and
evaluation (EVALU) had a direct affect and a total influence on the effectiveness of
small-sized schools. The paradigm for fostering strategic leadership in small-school
administrators was obtained.

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According to Ngezaho (2018), the ability of educational leaders to lead, empower
others, care for others, establish connections, communicate effectively, and work across
departments and institutions emerged as leadership attributes. According to an ICMA
(2018) study, there are three leadership factors: Motivation, Attitude, and Determination.
They stated that if a leader had these characteristics, it will lead to a successful leadership
path. The leadership elements that emerged were divided into two categories: mission
and the influence of changes occurring in the environment in which these organizations
operate. Because all three colleges were created by the same bigger organization, its
mission was centered on a shared history of shared religion and ideals. To analyze the
perceptions and reflections of the 11 participants in this study, the Multifactor Leadership
Questionnaires, Adjunct Faculty Needs Assessment Survey, and Adjunct Faculty
Professional Development Needs Semi-Structured Interview Questions were employed.
The study was carried out to see if leadership style affected instructional methods and the
leadership traits that needed to be transformed in order to accomplish the CCA and
RDERM goals. According to the findings of their study, leadership style has an impact on
instructional methods (Williams, 2018).
The researcher developed five (5) research questions to: (a) Determine the
differences between high- and low-achieving schools in the five factors of leadership
practices (modeling the path, inspiring a common vision, challenging the process,
enabling others to act, and encouraging the heart), (b) Determine the differences between
high- and low-achieving schools in the six school culture variables (collaborative
leadership, teacher collaboration, professional development, collegial support, unity of

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purpose, and learning partnership), (c) examine the relationship between leadership
practices and school culture factors in high-achieving schools, (d) examine the
relationship between leadership practices and school culture factors in low-achieving
schools, and (e) Determine whether there are any significant relationships between
leadership practices and school culture elements in high- and low-achieving schools. The
Leadership Practices Inventory-Observer, the School Culture Survey, and a demographic
survey were employed in this study. In a single Texas Region 10 autonomous school
system, the sample includes 154 elementary school teachers from six high-achieving
schools and six low-achieving schools. The researcher employed both a descriptive-
comparative and a correlational research design. An electronic poll was used to collect
anonymous responses to 72 survey questions. The researcher investigated 5 research
issues and tested 5 hypotheses. To assess hypotheses, independent-samples t tests and
Pearson correlations were used. T tests and Pearson correlations were computed using the
Statistical Package for the Social Sciences (SPSSRTM) version 22.0. The t test analysis
found that there were no significant differences in the five leadership practices between
school directors in high-achieving schools and school directors in low-achieving schools.
The t test analysis likewise found no significant differences in the six school culture
practices between high-achieving school directors and low-achieving school directors
(Ogbonna, 2018).
To be effective in a multidimensional global world, leaders must be nimble
decision makers, engage in critical self-reflection, combine reflection with action, and
interact with others who are diverse in significant ways. The correlations between agile
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leadership factors and curriculum transformation in higher education in the District of
Columbia, Maryland, and Virginia are investigated in this quantitative study. Using a
leadership density inventory (LDI), this study investigates the evolution of agile
leadership factors within the organizational setting since 2005. Cronbach's alpha was
between 0.44 to 0.45 based on the data collected and assessed. Curriculum reform was
inspired by the agile leadership aspects of technology adaption (TA), decision-making
(DM), teamwork (TW), empowerment (EMP), and faculty cooperation (FC). It was
established that there was a connection with curriculum reform. Finally, the analysis
identified potential influences and concluded that each of the six constructs had a
Cronbach's alpha of at least 0.888, indicating excellent reliability.
The study's findings also revealed that the connection was significant at the 0.01
level and that there was a statistically significant relationship between the agile leadership
variables (TA, DM, TW, EMP, and FC) and curriculum reform (Taylor, 2018). The
results showed that (1) Spiritual leadership, transformational leadership, instructional
leadership, and entrepreneurial leadership were the outstanding school director's
leadership factors in the digital era, with spiritual leadership being the most dominating
factor; and (2) From the most powerful to the least powerful, these aspects include
spiritual leadership, transformational leadership, instructional leadership, and
entrepreneurial leadership. Implications for Research and Practice: The study's key
findings reveal that spiritual leadership is the most important determinant of ORS deans'
performance in a rural setting. The result is that deans in rural areas should think about
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incorporating spiritual leadership ideals into school quality improvement, especially in

19
the digital age (Juharyanto et al., 2021).
According to Kucharska (2021), the essence of transformational leadership that is
innovative is developing all intellectual capital components. Leaders must support both
formal and informal knowledge processes by fostering a knowledge and learning culture
within their organizations. Furthermore, in order to achieve the optimum results from
information transformation into intellectual capital, the learning culture must be formed
by both components: learning climate and error acceptance. Academic leadership has
been welcomed by political, corporate, and military entities, among others. However, it
appears that there is a scarcity of people who are both eager and capable of acting as
academic leaders. Faculty members are passionate about their fields of study. Deans are
inspired by their institution's vision, mission, and goals. Despite the fact that a dean wants
the institution's vision and mission to be grounded on established processes. Deans,
unlike teachers, do not have the luxury of teaching. Instead, they perform their tasks by
persuading faculty members and others to change their tasks to support the institutions'
administrative goals. The preeminent position of persuasion in an academic institution
substantially influences how a dean approaches the typical organizational functions of
planning, organizing, recruiting, and supervision. When the cultural and philosophical
perspectives of faculty members and deans or department chairs differ, there are various
opportunities for misinterpretation, misunderstanding, and conflict. The contact between
the dean or department heads and the faculty, on the other hand, is influenced by a variety
of leadership variables.
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Eigen (2022) proposed that some people are born to lead. They may emerge as
leaders when no one else is available, or when a group recognizes and trusts their natural
capacity to lead in a certain scenario more than a formally selected leader. Others can
learn to be leaders through education, coaching, mentoring, and experience. Knowing
what makes a strong leader can help you develop such talents and help companies grow
20
leaders.
According to Stickney et al. (2020), the institution's leadership and culture have a
substantial impact on faculty satisfaction and involvement in higher education. An
environment that values the faculty's interests, values, and approaches boosts professional
morale. Leadership in higher education must explore ways to help their organization
grow. Multiple performance duties contribute to the effectiveness of educational
leadership in higher education. Management, teaching, counseling, faculty guidance,
educational process monitoring, and implementation are all included. Throughout most of
the world, it appears that change has become the norm for many professional pursuits,
including academics. Culture and behavioral norms for employees at all levels are
continually evolving. Multiple environmental changes have an impact on every element
of society, including education and instructors. Workers today desire a work-life balance
with a more informal work atmosphere, fewer rigorous hours, improved teamwork,
technology developments, and a shift in worker demographics (Davis, 2018).
Leaders in higher education and faculty alike have access to new and various
employment options that are becoming more open and accessible. Although traditional
patterns of educational careers are more easily abandoned, it is critical that both faculty
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and leadership are aware of the aspects of their work life that contribute to career
satisfaction, such as abundant, publicized, and accessible opportunities for new pursuits
(IONOS Startupguide, 2019). Leadership styles are based on a variety of theories.
Transactional, facilitative, transformational, and administrative are four of the most
common in higher education. Emotional intelligence, which identifies talents and
characteristics that contribute to the capacity to work well with others and lead your team
to success, should be included in competent leadership practice for any style (Dollard,
2019).
According to Cherry (2020), certain attributes must be possessed by leaders,
which include: 1) Self-awareness. This entails comprehending your emotions, identifying
your emotional triggers, and appropriately assessing your skills. 2) Self-regulation. This
comprises self-control, dependability, diligence, flexibility, and invention. 3) Motivation.
This is the drive to improve them and set and achieve goals. 4) Empathy. This is the
ability to understand and be sensitive to other people’s emotions and reactions. 5) Social
abilities. Professionals are continuously communicating with people, which necessitates
the use of social skills. Communication and tolerance for opposing viewpoints are also
among them.
Administrators and teachers who identify as facilitative leaders include everyone
participating in a collective decision-making process, according to University of British
Columbia (2019). "Facilitative leadership is especially important for effective group
process and teamwork because it is people-centered, quality-driven, and results-oriented."
It is the process of creating and sustaining a working culture. Most facilitative leaders
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structure their strategy around the following principles: a) Aim for participation, which
means taking the time to cultivate ideas and creativity before embarking on a project or
process to ensure it's the best option. Giving employees a say in decision-making and
planning ensures that the project or process is tailored to satisfy the needs of the
employees, making ventures more likely to succeed in the long run. As an extra bonus,
when team members believe their ideas and thoughts are recognized, they are more likely
to remain loyal to the organization and sustain high productivity and performance. b)
Inquire rather than command. Empowerment is a crucial element of facilitative
leadership. goal as a leader should be to empower your team to complete the necessary
tasks in a way that works for both the group and the company. While it may take more
time upfront to explain the purpose, solicit opinion, and establish a plan of action with a
group of people, enabling work in this manner generally results in greater employee buy-
in and fewer obstacles throughout the actual production process. c) Develop
relationships. Some leaders prefer to maintain a comfortable distance between themselves
and their staff. While it is important to retain professionalism with your colleagues and
subordinates, developing positive connections based on trust and support can help you
give guidance and feedback to your team more successfully. When you have a good
relationship, your team is more likely to accept constructive criticism and use it to
improve rather than feeling attacked or humiliated. d) Address disagreement.
disagreement is a healthy and natural aspect of collaborating on a professional problem.
As a result, effective conflict resolution tactics are critical for a team leader. Rather than
ignoring the disagreement or making a hasty choice on how to resolve it, apply effective
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and powerful conflict management tactics to assist employees involved in the conflict in
addressing the issues in a healthy, respectful manner and returning to work. Successful
facilitative leadership requires the ability to mediate disputes and facilitate healing talks.
e) Maintain your flexibility; every facilitative leader has a little distinct strategy and
technique for managing their team. The most effective facilitative leaders have an
effective system yet have room within it to alter and change as needed. Flexibility and
adaptation enable you and your team to learn and find innovative solutions to challenges
without feeling constrained by the process's constraints.
According to Jeffrey Cefaude (2018), "leadership has typically been conceived of
as "doing the right thing," whereas management has been described as "doing things
right." The emphasis on "doing the right thing" in modern leadership combines these two
distinctions. The list includes: Encourage and generate participative discussion in groups,
help stimulate creative thinking through brainstorming and other idea-generation
processes, stimulate strategic consideration of alternatives and informed decision-making
of appropriate choices, manage contrasting perspectives and opinions that may result in
conflict among members of a group, intervene with individuals, design meeting processes
to achieve a wide range of goals and objectives, draw out others' opinions in an objective
and non-judgmental manner, support teams at various stages of group development, assist
individuals and groups in reflecting on their experiences and capturing relevant learning,
lead or design inclusive group processes that honor individuals' different learning and
participation styles, and assist in the formation of more powerful and strategic questions
for exploration.
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This type of leadership works effectively in higher education because it is
founded on communication and respect for others' personal ideas and styles.
Understanding how group interaction affects relationships and productivity has the
potential to be useful in higher education, where negotiated and shared decisions improve
satisfaction and retention. For many years, researchers have studied the application of
facilitative leadership to professional obligations. Leaders that thrive in the face of
complicated leadership responsibilities, increased inventiveness, and function best in
complex, fast-paced contexts are ideally suited to facilitative leadership. Leadership
satisfaction in higher education creates a dynamic environment related to the use of
communication and recognizing others' personal opinions and styles (McNamara, 2018).
All higher education leadership involves some level of administration; yet,
administrative parts can be dictatorial and autocratic, which is not conducive to faculty
happiness. Planning, academic entrepreneurship, data-driven decision making, income
creation, building professional and academic pathways for learners, curriculum
development, and business development and marketing are the seven primary
administration and leadership roles. Following that is a collection of pragmatic issues for
higher education administrators and leaders to consider in their professional activities
(Webber, 2018). Transformational leadership theory is about leaders that instill positive
change in their followers, causing them to look out for one another and behave in the best
interests of the group. The leader uses this leadership style to boost the motivation,
morale, and performance of his followers. So, transformational leadership, according to

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MacGregor, is all about values, meaning, and a purpose that transcends short-term goals
25
and focuses on higher-order requirements (Koralage, 2021).
Motivation is required for both leaders and professors to achieve their individual
and collective goals. Working in a setting that supports and encourages a pleasant
atmosphere promotes job satisfaction and subsequent success. The influence of
motivation in teacher satisfaction elements is an important consideration for executives in
higher education institutions. Frederick Herzberg, a well-known psychologist and one of
the most significant names in business management, conducted study on employee
attitudes about their professions and published his findings in the book "One More Time,
How Do You Motivate Employees?" (Diamond, 2019).
Herzberg's Motivation-Hygiene Theory (also known as Herzberg's Two Factor
Theory) discovered that certain job features are consistently related to job satisfaction,
while other elements are associated with job discontent. The following are the
Satisfaction Factors: achievement, recognition, the work itself, responsibility,
advancement, and growth. Company policies, supervision, relationships with supervisors
and peers, work conditions, salary, status, and security are all sources of dissatisfaction.
Furthermore, one of the leadership components is the teachers' working environment,
which is overseen by the dean and department heads. They have a unique opportunity as
deans to influence how people see their job and to include them in shaping the school's
direction. The more successfully you help them achieve these four goals, the happier they
will be at work, and the better they will serve students and help us develop more effective
law school communities. The workplace in higher education influences faculty happiness
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and retention, and in some cases is a critical decision-making element. Faculty members'
performance is impacted by their attitudes regarding their job conditions, how the dean
and directors deal with them, and the surrounding environment. Productivity and
performance are dependent on a safe, accommodating, and matched to the employee's
demands environment. This encourages individuals to come to work every day and think
about leaving a hundred times, lowering the firm's labor turnover. Labor turnover has a
substantial impact on a company's profitability because a high turnover rate shows that
more workers are leaving the firm, raising the costs of human resource operations such as
hiring and training. Furthermore, departing individuals create a negative energy in the
organization and leave a negative image on the remaining employees, who begin to
consider other career progression prospects. As a result, the workplace influences
employee motivation, which affects overall performance. Their physical environment
should be both attractive and functional for them. The department chair has significant
influence over all departmental and institution-wide processes, such as job assignment
and building academic and staff cohesiveness. The conclusion is that financial reasons
are the fundamental demands of employees that inspire people to look for work and
perform well enough to obtain their desired salary and meet their basic needs. However,
The workplace atmosphere, on the other hand, has a considerable impact on employee
motivation and job satisfaction. An organization that provides a pleasant, safe, and clean
work environment for its employees will attain the maximum levels of output and
efficiency. Furthermore, an employee wants to be relevant at work and have their efforts
and improvements recognized. Workers who are given authority and praised for their
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productivity, not just with monetary benefits but also with recognition and appreciation,
are more devoted and loyal to the organization, increasing productivity and decreasing
labor turnover. Labor turnover has a substantial impact on a company's profitability since
a high turnover rate shows that more workers are leaving the firm, which raises the costs
of human resource procedures like hiring and training. Furthermore, departing individuals
create a negative atmosphere in the organization and a negative image in the minds of the
remaining employees, who begin to consider other career progression prospects. As a
result, the workplace drives employee motivation, which in turn influences overall
performance. Their physical environment should be both aesthetically beautiful and
useful. The department chair has significant influence over all departmental and
institutional functions, such as assigning work and developing academic and personnel
harmony. The conclusion is that financial reasons are the basic needs of employees that
inspire them to look for work and perform well enough to achieve their desired salary and
meet their basic needs. Principals, deans, or program chairmen must ensure that their
teachers respect and like their working environment in order for them to be more
productive, enthusiastic, engaged, and healthy (Indeed Editorial Team, 2021).
The Organizational Culture of Higher Education Institutions
The organizational culture evaluation tool was employed in the study to evaluate
the culture type, and structural equation modeling was used to assess the underlying links
between the knowledge management process and OC. Findings The findings of this
study's factor analysis reveal that an adhocracy corporate culture, in which an
organization emphasizes individual initiative and employee empowerment, may not

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effect all knowledge management procedures equally. In a public university context, the
culture of the organization has the greatest influence on the knowledge creation and
sharing processes. Through the lens of one cultural context, the study presents a thorough
view of the effect of adhocracy culture in higher education on the knowledge
management process. Furthermore, this is the first study to investigate the impact of OC
on the knowledge management process in a Saudi public institution (Adeinat &
Abdulfatah, 2019).
According to Chidambaranathan and Regha (2018) research, organizational
culture is a critical component of organizational success and employee performance. The
Competing Values Framework (CVF) was utilized in this study to assess the
organizational culture types and preferred culture in higher education libraries in the
United Arab Emirates (UAE). The framework examines the prevailing culture using four
categories of culture: Clan, Adhocracy, Market, and Hierarchy. Objectives. The study
aims to assess the existing and preferred cultures of higher education library personnel in
the UAE, as well as to compare the culture profiles of publicly vs privately funded
libraries, as well as the average culture profiles of libraries across all Emirates. Method.
A total of 355 staff were chosen from the UAE's 40 higher education libraries. An online
questionnaire including the Organizational Culture Assessment Instrument was utilized to
collect employee feedback on their perceptions of the current and preferred culture. At a
74% return rate, 263 replies from 39 higher education libraries were returned usable.
Results. The data show that Clan and Adhocracy cultures are the most prevalent in higher
education libraries in the UAE. Employees in their libraries, on the other hand, favor
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higher Clan and Adhocracy cultures and very low market and hierarchical cultures. The
findings for public and private universities, as well as the average culture profile in each
of the Emirates, are also shown. The findings demonstrated that organizational culture,
particularly cultures of competition/results orientation and control/hierarchy, can

29
favorably enhance IG effectiveness.
Qualitatively, it was also discovered that IG professionals perceived
competition/result-oriented and control elements of company culture to provide more
accurate information. One of the aspects of organizational culture that emerged in the
current study, coming from multiple subjects, was the issue in IG owing to the presence
of information silos. Trust, on the other hand, has been identified as the glue that can
enable and drive governance procedures within an organization (Daneshmandnia, 2019).
The influence of human and organizational aspects that may contribute to effective
knowledge-sharing among university teaching personnel is also examined. The factors
influencing faculty members' desire to share knowledge are widely characterized as
"organizational" and "personal" aspects (Javaid et al., 2020). For organizational success,
the organization will always require a leader. Leadership's impact will heavily influence
subordinates' work. Without leadership and engagement, subordinates' work will fail
(Nasrun et al., 2019).
Academic organizations are made up of specialists who do complex research and
raise difficult topics across the theoretical, empirical, hypothetical, and practical domains.
An academic organization must generate, share, and use knowledge in addition to
performing typical organizational responsibilities such as planning, organizing, staffing,

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and management. Academic institutions are not made up of cultures that are all the same.
There are at least two distinct cultures among them. The culture and intellectual
background in which deans operate are vastly different from that in which faculty
members exist and function. A teacher-scholar often works alone in academic faculties.
Faculty members, as members of a collaborative team, work in small groups at best.
Faculty members set uninterrupted blocks of time during which they avoid interruptions
from others. Deans, on the other hand, address a number of distinct and unrelated issues
at the same time. Deans may only hope to spread their efforts across numerous time
periods involving multiple concurrent activities or obstacles. In contrast to faculty
members, who enjoy their independence, deans must always be accessible to a wide
range of stakeholders. Teasley (2018) defines corporate culture as a "set of common
values, attitudes, beliefs, and norms, some of which are explicit and some of which are
not"
The study of organizational culture has piqued the interest of academics in a
variety of fields, including education. Institutions have a behavioral model, which
consists of a set of beliefs, attitudes, traditions, points of view, principles, and dogmas.
Even if they appear similar from the outside, all schools have different traits and a culture
that set them apart from one another. One of the critical aspects influencing school
efficiency and success is school culture. The goal of this study was to thoroughly
investigate the culture of a successful school. This was a case study because it was
limited to one school, and it was an ethnographic study because the school was identified
using a cultural background. The results of a standardized test (OKS) indicated a success
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criterion. One voluntary school that has been supervised by the same director for the last
three years has been named one of the top five OKS schools in Konya in the last five
years. Unstructured observation, semi-structured interviews, and storytelling were
utilized to obtain data. The data was supplied using Microsoft Excel. The findings
revealed that student-based variables and in-school study for special exams had a greater
impact on school success than school-based variables. The findings also revealed that the
school had a generally positive school culture. Positive organizational culture traits such
as might be determined such as (1) teachers from different views have positive
relationships, (2) teachers demonstrating shared attitudes in problem solving, and (3)
School directors with leadership qualities contributed to school success as well (Negis-
Isik & Gursel, 2018). School directors with leadership qualities contributed to school
success as well (Negis-Isik & Gursel, 2018).
Culture is a system of social control. The emphasis here is on culture's influence
in fostering and reinforcing "right" thinking and behavior, as well as sanctioning "wrong"
thinking and behavior. The concept of behavioral "norms" that must be observed, as well
as the related social consequences imposed on those who do not "stay within the lines," is
important to this definition of culture. This viewpoint also focuses on how the
organization's evolution shaped the culture (Wong, 2020). An institution's culture, which
has a significant impact on performance, determines arrangements, decisions, human
resources, and individuals' responses to situational obstacles. The study's findings
demonstrate the significance of culture as a term with both outward and internal
implications. Every organization, to some extent, has a culture. The study's participants
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characterized organizational culture in general as processes, beliefs, attitudes, and ways
of working that are unique to an organization, as well as working for organizational
goals. Furthermore, they defined the culture of their own organization, using concepts
such as wanting academic success, following regulations, respect, love, and tolerance. In
terms of the support dimension, our survey participants were quite satisfied with the
assistance they received from their institutions. When it comes to mission dimension, the
first main priorities were to improve students' academic progress and to complete the
duties indicated in the program. Although students' success was the achievement criterion
for the educational personnel, who indicated that they initially worked for the kids'
success, they were extremely dissatisfied with the fact that they were not recognized.
Despite the fact that hierarchy was reported to be respected in the participating firms, the
majority of participants indicated a properly functioning bureaucracy. As an implication,
we can simply assert that educational institution workers are aware of the phrase
organizational culture and its roles. Members of educational institutions receive
assistance in a variety of ways, in addition to being informed of their missions.
Nonetheless, it is clear from the study that there appears to be no adequately working
reward system in place for educational professionals. Policymakers, authorities, and even
school administrators should be cautious about this issue because it promotes advanced
instructors' efficiency (Efeoglu & Ulum, 2018).
Organizational culture has a profound influence on effective leadership, with its
dominant foundations in shared attitudes, beliefs, mores, scripted and unscripted
behvaiors, as well as explocit and tacit rules and policies that become entrenched in the
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operational repertoire over time (Bhardwaj, 2022). When everyone communicates with
everyone else, beliefs, values, and actions spread the most and are most securely
reinforced. Leaders connect directly with teachers, administrators, counselors, and
families in a good school culture, and they all communicate directly with each other
33
(Shafer, 2018).
The Teacher Competence in Higher Education Institutions
Universities typically indicate that the objective of the review is on improving
practice. The questionnaire is one of the most commonly used instruments, and while it
allows for reliable measurement, it generally does not evaluate teaching ability, but
rather, in the best-case scenario, student opinion. If universities state that evaluation
should serve to improve teaching practice, it is best to favor the constructivist model,
which promotes necessary changes through reflection based on a review of self-
evaluation, hetero-evaluation, and co-evaluation (Gomez & Valdez, 2019).
In order to inform current metrics of teacher performance in higher education, A-
Maawali and Al-Siyabi (2020) study the internally driven elements that should contribute
to quality in the teaching process. Previous research found equivocal attitudes and
reactions to quality metrics, raising the suspicion that quality processes were imposed
rather than teacher-driven. As a result, a sequential mixed study research design was
used, which encompassed both qualitative and quantitative data collection methods.
Seven interviews with academic faculty from higher education were conducted, as well
as a questionnaire distributed to 154 people. The study's findings show an average level
of instructors' perceptions of quality assurance techniques and their impact on quality

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instruction. This study advocates empowering teachers to take an active role in quality
teaching protocol, as well as a model of internally driven elements. A game-changing
invention is required to create a rapid-fire online work management system. As a result,
the system demands the unwavering support of all faculty members. 260 faculty members
from diverse disciplines of study participated in this quantitative survey, which was
conducted in Malaysia and Indonesia. Using the online questionnaire, it was discovered
that leadership and technology utilization are critical in maintaining faculty members'
research performance during the pandemic. However, there is a little difference in the
outcome between Malaysia and Indonesia in terms of the proportion of leadership and
digital technology that influenced research performance. Higher education leaders have a
greater influence on Malaysian faculty members' research performance, but digital
technology usage influences Indonesian faculty members more than their leaders. Each of
these has a substantial impact on the development of successful institutional policies
aimed at improving faculty members' research performance (Pramono et al., 2021).
Hartono et al. (2018) investigate the association between lecturers' performance
and teaching competency as measured by antecedent variables of organizational learning
and achievement need. It collected data from 207 instructors at private universities in
Central Java, Indonesia, using the Structure Equation Model as a data analysis tool and
the random sampling method. The findings revealed a considerable positive association
between instructors' capability and performance. It demonstrates the importance of
teaching skill in moderating the relationship between organizational learning and
performance. The importance of emotions in teaching is now thoroughly explored, yet

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there is still debate over how teachers should recognize, regulate, and control their
emotions. The purpose of this article is to help higher education teachers comprehend the
notion of emotional intelligence (EI) and how it may be incorporated into effective
teaching as emotional intelligence competencies (EIC) for superior performance. The
structural equation modeling (SEM) technique was used to validate and develop a model
for EI-based teaching competencies and their relationship with core competencies. It has
been statistically established that EIC has a big influence on teacher attitudes, which in
turn contributes most to superior performance. The study contributes to research in the
field of EI in teaching and advises that institutions should prioritize EIC enhancement
and conduct appropriate training programs to ensure successful teaching and outstanding
performance (Kaur et al., 2019).
The Regional Learning Environment (RLE), a showcase example of a new
university-society collaborative, multi-stakeholder learning environment, serves as the
context for analysis. The survey includes thirteen RLE establishments. A descriptive
qualitative design is used in the study, with data from RLE documentation, teacher
interviews, and focus groups with teachers and management on RLE teacher
responsibilities, duties, and skills triangulated. The resulting RLE instructor profile has
nine positions, nineteen tasks, and twenty-one skills. The new profile mirrors sporadic
hints of teacher duties seen in prior research on teaching and learning in university-
society collaborative learning contexts. According to the study, the function of broker,
which includes boundary crossing competence and the skill's stimulating a collaborative
learning attitude,' might be added to existing higher education teacher competency

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profiles. By incorporating this university-society engaged perspective into existing
teacher competence profiles, higher education institutions will be able to develop their
university-society collaboration responsibilities and subsequent teacher

36
professionalization trajectories (Oonk et al., 2020).
Work is an important component of human life, and it is widely recognized as the
primary developmental job of an adult's life. The person changes to work and
professional life, along with the adulthood stage, and it is required to evaluate
performance in various domains of employment. School administrators and teachers bear
a great deal of responsibility in defining the way schools run and setting school goals,
resulting in an effective and safe school. It is necessary for school administrators and
teachers to improve the quality of work life and working environments in order for them
to be connected to the work they are doing, to be satisfied with their work, to be able to
fulfill with satisfaction, to cope with stress and burnout, and to maintain strong
communication with students, parents, and teachers. School managers and instructors that
have a high level of work quality and working circumstances often accomplish the
intended results and provide a more powerful means of communication and the efficiency
of their work (Altindag & Hasbay, 2018). Thus, Education is primarily a learning process
including interactions between teacher and student. When this technique works well, true
learning occurs. Academic success used to be measured more by ear than it is now. The
majority of the assessment was based on teachers' observations, and today's summation,
or numerical, way of measuring how well a kid is performing is a relatively new idea.
Teachers use letter or number grades, as well as side notes, to reflect how well a student
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has performed. Students are evaluated at the state level based on their performance on
age-appropriate standardized tests. Many individuals stress the significance of good
teachers, and certain initiatives are aimed at improving teacher quality. Motivation refers
to the reasons that underpin conduct that is defined by willingness and volition and
includes a number of psychological elements that initiate and sustain activities toward the
achievement of personal goals. Motivation in education can have a variety of affects on
how students learn and their attitudes about courses (AZ Research Consult Nigeria,
2021).
Professional teachers' competency aids in making teaching methods more
effective and successful, allowing students to develop their learning capacities, expand
their information, and sharpen their skills. Assessment of teachers' performance is
required to identify teachers' competency, and this is not a straightforward approach
based merely on students' academic progress (Azeem & Omar, 2018).
Motivation of teachers and students in the teaching and learning process can
direct behavior toward specific goals, increase effort and energy, improve cognitive
processing, increase imitation of and persistence in activities, determine what
consequences are reinforcing, and improve performance. The professional performance
of the teacher is an important topic to explore, given its impact on student
accomplishment. However, this position is inextricably linked to the educational
environment, student characteristics, and school conditions. Furthermore, teachers'
confidence, ability to create a comfortable environment for students, maintain
conversation, and maintain touch with students can all boost student involvement in
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learning. Students' motivation to learn is also affected by teacher instructional features
such as classroom management and cognitive stimulation. Internal and external factors
also influence teachers' success in improving performance. Internally, a teacher's quality
determines student achievement. The quality of a good teacher will undoubtedly
influence how students acquire knowledge. A good competency of a power teacher
correlates with student achievement. Teacher competency is a collection of abilities,
knowledge, and behaviors that teachers must possess and master in order to perform their
professional tasks as teaching staff. Understanding a technology instructor has an impact
on instructional quality. Teachers' expertise and openness to technology determine their
mastery of the integration of science and technology. This capacity then becomes the
teacher's personal competency to increase learning outcomes and quality. Internal
elements, such as teacher psychology, should also be evaluated in terms of their impact
on teacher performance. Teacher performance is thought to be strongly related to
emotional intelligence and self-efficacy. A teacher with good emotional intelligence and
social skills is more likely to be effective in the classroom. Employee performance is
also substantially connected with self-efficacy and job participation. Teachers with
conscientious personalities are recognized as influential and predictors of their
achievement. The school has numerous external devices, one of which is the school
director. The level of intervention of school directors or leadership in schools, which is
surely mediated by variables such as self-efficacy, dedication, and job satisfaction,
determines the success of a teacher's performance. Leadership in the school setting can be
defined as the process of influencing instructors and students through teaching and
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learning, transferring knowledge, skills, values, culture, and ideas. The role that schools
play in empowering and improving teacher quality programs can effect the performance,
commitment, and behavior of their students. Furthermore, the organizational climate and
collaboration of multiple parties that support the continuation of teaching are crucial
aspects in order to promote teacher effectiveness (Fathoni & Ramdani, 2021).
According to Nasrun et al. (2019), the leadership of the dean of the Faculty of
Education is also expected to influence professor performance. A dean of the Faculty
who can stimulate the morale of the lecturers is required to improve the performance of
lecturers in an educational institution so that they can work better and be more effective
in their jobs to reach the intended goals. Lecturers who carry out their tasks as a
profession in educating college students require the assistance of other variables, both
personal and institutional/organizational, with the purpose of achieving desired
performance and success. The purpose of performance appraisal is to provide feedback to
subordinates in order to motivate them to eliminate or improve their performance.
In the study of Nessipbayeva (2018), he concluded his findings into four aspects:
1) Effective classroom management entails maximizing efficiency, maintaining discipline
and morale, encouraging teamwork, planning, communicating, focusing on results,
assessing progress, and making ongoing modifications. To encourage positive
connections, cooperation, and deliberate learning, a variety of tactics should be used.
Organizing, assigning, and managing time, space, and activities should guarantee that
students are actively and fairly engaged in productive tasks. 2) Effective teaching
approaches in the teaching of subject area concepts that represent various viewpoints,
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theories, "ways of knowing," and methodologies of investigation. Multiple teaching and
learning tactics should be used to engage students in active learning opportunities that
increase critical thinking, problem solving, and performance abilities while also assisting
them in taking responsibility for selecting and utilising learning materials. 3) Effective
assessment includes formal examinations, quiz responses, classroom assignments, student
performances and projects, and standardized achievement tests to determine what pupils
have learned. Assessment strategies that involve learners in self-assessment activities
should be designed to help them become aware of their strengths and needs and to
motivate them to set personal learning goals. 4) technological abilities, including
knowing when and how to employ contemporary educational technology, as well as the
best type and level of technology to optimize student learning.
According to Altunova (2020), job performance is composed of various
components, each of which is important for job performance. The components proposed
in both theories, along with certain other variables disclosed in earlier study, can be
deemed suitable for teacher performance. Many factors influence instructors'
performance in the classroom. Personal qualities, as well as organizational elements such
as school administration, coworkers, and physical environment motivation, the quality of
pre-service and in-service training, the school environment, and student conduct, may all
have an impact on teacher job performance. Furthermore, teacher effectiveness is linked
to motivation, job satisfaction, communication, organizational climate, administrative
processes, professional and general qualifications, and student characteristics. Thus,
according to Modish project (2018), the strength of any educational system is largely
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dependent on the study of its teachers; it is a teacher who helps to transform an individual
into a person of imagination, wisdom, human love, and enlightenment, institutions into
lampposts of posterity, and the country into a learning society. The outcomes of this
study revealed that instructors' lack of enthusiasm has a significant impact on student
academic achievement and society as a whole. Poor motivation as a technique for
improving teacher performance. As a result, the researchers urge that instructors be
adequately motivated in order for them to be loyal and dedicated to their jobs.
Relationship Studies about Leadership Factors of Higher Education Leaders,
Organizational Culture and Teacher Competence
A cross-sectional study was conducted on hospital nurses in Taiwan. A systematic
questionnaire was used to collect data; 300 questionnaires were issued, and 200 valid
questionnaires were returned. Cronbach's alpha and confirmatory factors were used to
assess the data's reliability. The links between corporate cultures, leadership behavior,
and work satisfaction were studied using correlation analysis. Leadership factors and
work happiness were strongly (positively) connected with organizational cultures, and
leadership conduct was significantly (positively) correlated with job satisfaction (Tsai,
2018).
According to Xenikou (2019), the interactive effect of leadership factors and
culture demonstrates the complementary role of leadership factors in the organizational
culture-outcomes link, as well as the moderator role of culture in the relationship between
leadership factors and other important organizational constructs, such as perceptions of
justice. Culture as an antecedent of leadership factors and culture as a mediating effect in

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the leadership factors-organizational outcomes link investigates culture as a process

42
activated by leaders to impact many elements of organizational behavior.
According to Schein (2022), how leaders act influences organizational culture.
Leaders that treat their employees with dignity and respect foster psychological safety
cultures. Leaders who berate and humiliate their subordinates train them to do the same.
In fact, when researcher Christine Porath researched the reasons employees cited for poor
behavior and incivility at work, uncivil behavior by leaders in the firm was the number
one explanation. Leaders set the example, and their actions influence how others act.
According to Dabash (2018), the school director's leadership qualities have the
ability to greatly improve teacher effectiveness as well as student achievement.
According to the literature, supporting leadership aspects of school directors' participative
leadership style are the most appropriate leadership factors in schools for improving
teacher effectiveness and student achievement. Daing (2018) used a descriptive
correlational approach for an in-depth analysis of the study, and the researcher
administered a standardized questionnaire to twenty-one school administrators and 204
college professors. The statistical methods utilized were frequency, percentage, weighted
mean, One-Way ANOVA, Pearson r, and Coefficient of Determination. He discovered
that school administrators believed they performed well as instructional leaders, as seen
by the indicators in each category. Similarly, it was shown that college professors were
not confident in their ability to deliver on their responsibilities in terms of student
involvement, teaching tactics, and classroom management. There is a considerable
association between the overall instructional leadership skills of school administrators

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and the performance of teachers. Furthermore, the researcher discovered a link between
the school administrators' overall instructional leadership skills and the professors' self-
efficacy. With these findings, he concluded that the majority of respondents believe that
the school administrators who function as instructional leaders in state universities in the
National Capital Region assessed themselves to be good instructional leaders, particularly
in the four areas revealed in the Teachers' Performance.
Employee performance, according to Suharningsih and Murtedjo (2018), can be
influenced by a variety of factors, including organizational culture and job satisfaction.
Organizational culture has an indirect effect on employee performance via job
satisfaction. This could imply that there is a direct and positive relationship between the
construct of Organizational Culture and Employee Performance via Employee
Satisfaction constructs. The coefficient of correlation is positive, indicating that the better
the corporate culture, the higher the employee satisfaction and performance. Otherwise,
the worse the Cultural Organization, the lesser job satisfaction received by employees,
and this would damage the subsequently weighing personnel performance.
In the study of Tahnia et al. (2021), data was analyzed using multiple linear
regression models. The findings of their study indicate that Organization Culture has a
considerable influence on teacher performance in higher education institutions, with a t
count value of 4,182 and a t table value of 1,998, where t count > t table then Ha2
received. Their research concluded that a good organizational culture where they could
realize teacher effectiveness would be beneficial.

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44
Synthesis of the Reviewed Literature
The related literature and studies covered have bearing on the present
investigation. The studies made by Huong (2020), Singphen, et al. (2019), Ngezaho
(2018), ICMA (2018), Williams (2018), Ogbonna (2018), Taylor (2018), Juharyanto, et
al. (2021), Kucharska (2021), Stickney, et al. (2020), Davis (2018), Dollard (2019) and
Cherry (2020) investigated the factors of leadership and leadership styles that can affect
the performance of their teachers in the school. They also mentioned that leadership traits
can also be an impact to the performance of their teachers. Adeinat & Abdulfatah (2019),
Chidambaranathan & Regha (2018), Daneshmandnia (2019), Javaid, et al. (2020), Nasrun
et al. (2019), Teasley (2018), Negis-Isik & Gursel (2018), Efeoglu & Ulum (2018),
Bhardwaj (2022) discussed how the culture affects the performance of their teachers.
This also includes the influence of the culture to their teacher on how they behave well on
their job.
On the other hand, the studies conducted by Gomez & Valdez (2019), A-Maawali
& Al-Siyabi (2020), Pramono, et al. (2021), Hartono, et al. (2018), Kaur, et al. (2019),
Altindag & Hasbay (2018), AZ Research Consult Nigeria (2021), Fathoni & Ramdani
(2021), Nasrun et al. (2019) and Nessipbayeva (2018) discussed about the performance of
the teacher using teacher evaluation every semester or every year. They also mentioned
performance appraisal by evaluating the quality of teaching, classroom management, etc.

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Lastly, they mentioned the emotional impact of the culture in connection with the
performance of their teachers. Their studies proved that leadership and culture can have
an impact on their performance.
Gap/s Bridged by the Present Study
From the above reviews of related literature and studies, the following gaps were
determined: there were no studies yet conducted on the leadership factors, organizational
culture and teacher competence in selected private Higher Education Institutions in Binan
City, Laguna. There were no studies yet conducted on the leadership factors,
organizational culture and teacher competence considering the faculty of selected private
Higher Education Institutions in Binan City, Laguna as the respondents of the study.
Most of the studies conducted were focused on leadership, culture, and evaluation of the
teachers’ competence after they answered they evaluated their higher educational leaders.
In view of the above-mentioned gaps, the researcher attempted to determine the
leadership factors of educational leaders, organizational culture and teacher competence
in selected private Higher Education Institutions in Binan City, Laguna

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Chapter 3
RESEARCH METHODOLOGY
This chapter contains the components of the researcher methodology namely, the
method of research used, sources of data population of data, gathering of data and the
statistical treatment for the interpretation of data.
Research Design
The researcher utilized descriptive-correlational method of research with the help
of survey questionnaire as the main source of data. Through this design, this study gave
emphasis on the leadership factors, organizational culture and level of teacher
competence in selected private higher education institutions in Binan, Laguna. Statistical
method utilized to give credence and reliability to the work. This is one in which
information is collected without changing the environment (i.e., nothing is manipulated).
It is used to obtain information concerning the current status of the phenomena to
describe "what exists" with respect to variables or conditions in a situation. The methods
involve range from the survey which describes the status quo, the correlation study which
investigates the relationship between variables, to developmental studies which seek to
determine changes over time (Polka, 2018).
Sources of Data
The researcher used empirical data and documentary data for the conduct of the
study. Empirical data were acquired from the respondents of the study who were the
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faculty of private Higher Education Institutions in Binan city, Laguna and who honestly
47
answered the questionnaires provided in the study.
Population of Study
The study aimed to determine the leadership factors of educational leaders ,
organizational culture and teacher competence in selected private Higher Education
Institutions in Binan City, Laguna. The respondents of the study were the faculty of
private Higher Education Institutions in Binan City, Laguna consisting of 464 as a total
population. The sample size was 211 using the Raosoft calculator with the confidence
level of 95 percent and margin of error of 5 percent. Stratified random sampling
technique was used in the study. The study was conducted during Academic Year 2022-
2023.
Instrumentation and Validation
The researcher used self-made questionnaire. The research questionnaire was
composed of validated questionnaires, which attempted to determine leadership factors
educational leaders, organizational culture and teacher competence in selected private
Higher Education Institutions in Binan city, Laguna. The questionnaire was divided into
three parts. The first part of the questionnaire dwelled on the leadership factors of
educational leaders, part two dealt with the organizational culture and part three focused
on the level of teacher competence of selected private Higher Education Institutions in
Binan, Laguna.
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Since the questionnaire was self-made, it was subjected to face and content validity. It
was shown to the panel of experts in educational management, in statistics and in
research for their comments and suggestions. First, the questionnaire was validated by the
expert to evaluate the content and appropriateness of the items. In order to ascertain that
the indicators that were used in the research questionnaire were relevant to the study, the
researcher sought the opinions of other experts from educational management, research
and statistics. Also, the researcher-made questionnaire underwent Cronbach’s Alpha
reliability test for thorough validation of the formulated indicators. The results were: for
leadership factors of educational leaders (0.784), organizational culture (0.932) ,and
teacher competence (0.946).
Evaluation and Scoring
To determine the leadership factors of educational leaders and organizational culture of
selected private Higher Education Institutions in Binan City , Laguna, the following
measures were used:
Assigned Numerical Categorical Verbal

Points Ranges Responses Interpretation
4 3.25- 4.00 Strongly Highly Favorable

Agree (SA)
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3 2.50 - 3.24 Agree (A) Favorable
2 1.75 - 2.49 Disagree (D) Less Favorable
1 1.00 - 1.74 Strongly Least Favorable

Disagree (SD)
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To determine the level of teacher competence in selected private Higher Education
Institutions in Binan City, Laguna, the following measures were used:
Assigned Numerical Categorical Responses Verbal

Points Ranges Interpretations
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4 3.25- 4.00 Strongly Agree (SA) Very High
3 2.50- 3.24 Agree (A) High
2 1.75 - 2.49 Disagree (D) Low
1 1.00 - 1.74 Strongly Disagree (SD) Very Low
Data Gathering Procedure
The researcher secured a letter of request asking permission from the concerned
school directors/heads in the selected private Higher Education Insitutions in Binan City,
Laguna province for the conduct of the study. Upon the approval of the request, the
questionnaires were personally administered by the researcher to the respondents of the
study following the safety protocols which were used of face masks, as well as the
enforcing social distancing to adhere to the health protocols set by the Inter-agency Task
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Force (IATF) related to the COVID - 19 pandemic. The researcher explained to the
respondents about the nature of their participation in the investigation and discussed with
them the instructions to follow for easy and convenient ways of answering the survey
forms. The respondents assured that the information that they would provide with the
researcher would be treated with confidentiality as part of the ethical considerations of
the study. Individual consent of the respondent was also obtained explaining to them that
this investigation is simply an academic requirement and has been kept with utmost
privacy. The accomplished questionnaires were collected right after they have answered
by the respondents and the gathered data has been tallied, tabulated, analyzed and
interpreted.
Statistical Treatment of Data
The following statistical tools were used in this study:
1. Weighted mean and ranking were used to determine the leadership factors of
educational leaders, organizational culture and level of teacher competence in selected
private Higher Education Institutions in Binan City, Laguna.
2. Pearson r was used to determine the significant relationship between the leadership
factors of educational leaders and organizational culture of selected private Higher
Education Institutions in Binan City, Laguna, the significant relationship between the
leadership factors of educational leaders and level of teacher competence in selected
private HEIs in Binan City, Laguna, and the significant relationship between the
organizational culture and level of teacher competence in selected private Higher
Education Institutions in Binan City, Laguna.

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3. Stepwise Multiple Regression Analysis was used to test the validity of the assessment
of each independent variable’s statistical significance sequentially in a linear regression
Model. Stepwise regression seeks to identify a group of independent variables that have a
substantial impact on the dependent variable using a series of tests (such as F-test and t-
test).
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the gathered data that which were analyzed and
interpreted for the better understanding of the study. The framework of the analysis and
interpretation is guided by the problems stated in Chapter 1.
1. The Leadership Factors of Educational Leaders
Table 1
The Leadership Factors of Educational Leaders: Attitude
Indicators Weighted Verbal Rank

Mean Interpretation
1. respects the ideas of the subordinates. 3.45 Highly Favorable 1
(Strongly Agree)
2. understands our emotional needs. 3.41 Highly Favorable 2.5
(Strongly Agree)
3. can handle the attitude of the subordinates. 3.40 Highly Favorable 4
(Strongly Agree)
4. listens to our needs. 3.41 Highly Favorable 2.5
(Strongly Agree)
5. can support us anytime. 3.38 Highly Favorable 5
(Strongly Agree)
Average 3.41 Highly
Favorable
(Strongly Agree)
Table 1 presents the leadership factors of educational leaders in terms of Attitude.
As seen in the table, indicator 1 “respects the ideas of the subordinates” got a weighted
mean of 3.45, and was verbally interpreted as strongly agree was ranked 1. Indicator 2
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“understands our emotional needs” and Indicator 4 “listens to our needs” both got a
weighted mean of 3.41, and was verbally interpreted as strongly agree was ranked 2.5.
Indicator 3 “can handle the attitude of the subordinates” got a weighted mean of 3.40 and
verbally interpreted as strongly agree was ranked 4. Indicator 5 “can support us anytime”
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got a weighted mean of 3.38, verbally interpreted as strongly agree was ranked 5.
In summary, a weighted mean of 3.41 revealed that the leadership factor of
educational leaders in terms of Attitude was highly favorable. This implies that the
educational leaders respected the ideas of their subordinates and they understood the
emotional needs of their teachers.
Table 2
The Leadership Factors of Educational Leaders: Determination

Mean Interpretation
1. can decide well for the good of the teachers. 3.34 Highly Favorable 5
(Strongly Agree)
2. is goal oriented. 3.39 Highly Favorable 4
(Strongly Agree)
3. can accomplish their tasks on time. 3.42 Highly Favorable 2
(Strongly Agree)
4. is willing to improve our performance. 3.43 Highly Favorable 1
(Strongly Agree)
5. is able to provide the needs of the teachers. 3.40 Highly Favorable 3
(Strongly Agree)
Average 3.40 Highly Favorable
(Strongly Agree)
Table 2 presents the leadership factors of educational leaders in terms of
Determination. As seen in the table, indicator 4 “is willing to improve our performance”
got a weighted mean of 3.43, and was verbally interpreted as strongly agree was ranked
1. Indicator 3 “can accomplish their tasks on time” got a weighted mean of 3.42 and was
verbally interpreted as strongly agree was ranked 2. Indicator 5 “is able to provide the
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needs of the teachers” got a weighted mean of 3.40 and was verbally interpreted as
strongly agree was ranked 3. Indicator 2 “is goal oriented” got a weighted mean of 3.39
and verbally interpreted as strongly agree was ranked 4. Indicator 1 “can decide well for
the good of the teachers” got a weighted mean of 3.34, verbally interpreted as strongly
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agree was ranked 5.
To sum up, a weighted mean of 3.40 suggested that the leadership factor of
educational leaders in terms of Determination was highly favored. This implies that they
were ready to enhance their performance and they were able to do their work on time.
Table 3
The Leadership Factors of Educational Leaders: Motivation

Mean Interpretation
1. compensates us well 3.33 Highly Favorable 4
(Strongly Agree)
2. recognizes and appreciate our efforts 3.38 Highly Favorable 2.5
(Strongly Agree)
3. gives us incentives whenever we accomplish 3.29 Highly Favorable 5
(Strongly Agree)
our goals.
4. is interested in our tasks. 3.39 Highly Favorable 1
(Strongly Agree)
5. is giving us a chance to strategize according to 3.38 Highly Favorable 2.5
(Strongly Agree)
our terms and needs.
Average 3.36 Highly
Favorable
(Strongly Agree)
Table 3 presents the leadership factors of educational leaders in terms of
Motivation. As seen in the table, indicator 4 “is interested in our tasks” got a weighted
mean of 3.39, and was verbally interpreted as strongly agree was ranked 1. Indicator 2
“recognizes and appreciate our efforts” and Indicator 5 “is giving us a chance to
strategize according to our terms and needs.” both got a weighted mean of 3.38, and was
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verbally interpreted as strongly agree was ranked 2.5. Indicator 1 “compensates us well”
got a weighted mean of 3.33 and verbally interpreted as strongly agree was ranked 4.
Indicator 3 “gives us incentives whenever we accomplish our goals” got a weighted mean
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of 3.29, verbally interpreted as strongly agree was ranked 5.
To sum up, a weighted mean of 3.40 revealed that the leadership factor of
educational leaders in terms of Motivation was highly favorable. This signifies that the
educational leaders are interested in their tasks and they acknowledge their efforts.
Table 4
Composite Table of the Leadership Factors of Educational Leaders

Mean Interpretation
1. Attitude 3.41 Highly 1
Favorable
(Strongly
Agree)
2. Determination 3.40 Highly 2
Favorable
(Strongly
Agree)
3. Motivation 3.36 Highly 3
Favorable
(Strongly
Agree)
Overall Weighted Mean 3.39 Highly
Favorable
(Strongly
Agree)
Table 4 presents the Composite Table of the Leadership Factors of Educational
Leaders. As seen in the table, indicator 1 “attitude” got a weighted mean of 3.41, and was
verbally interpreted as strongly agree was ranked 1. Indicator 2 “determination” got a
weighted mean of 3.40, and was verbally interpreted as strongly agree was ranked 2.
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Indicator 3 “motivation” got a weighted mean of 3.36 and verbally interpreted as strongly
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agree was ranked 3.
In summary, a weighted average of 3.39 revealed that the leadership factors of
educational leaders along attitude, determination and motivation were highly favorable.
The result implies that understanding the effect of these aspects is necessary for an
educational leader to be effective in leading his subordinates.
The findings align with the findings of an ICMA (2018) study that identified three
leadership characteristics: motivation, attitude, and determination. This implies that if a
leader possesses these characteristics, their job will be successful.
The findings also support Bernasconi's (2019) study, which implies that attributes
of determination such as drive, persistence, initiative, and dominance must be clearly
noticed and executed in order to be an effective leader.
Similarly, the findings are similar with Cherry's (2020) study, which identified
motivation as one of a few unique attributes that leaders must possess. This is what
motivates them to improve, set goals, and achieve them.
2. The Organizational Culture of Higher Education Institutions
Table 5
The Organizational Culture of Higher Education Institutions: Create

Mean Interpretation
1. encourages us to conceptualize something 3.41 Highly Favorable 2
that we know related to academics before (Strongly Agree)
implementing it.
2. teaches us how to make a syllabus. 3.45 Highly Favorable 1
(Strongly Agree)
3. helps us how to construct a lesson. 3.36 Highly Favorable 4
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(Strongly Agree)
4. allows us to create a new concept about 3.40 Highly Favorable 3
instructions. (Strongly Agree)
5. allows us to have fresh ideas for the extra- 3.33 Highly Favorable 5
curricular activities. (Strongly Agree)
Average 3.39 Highly
Favorable 56
(Strongly Agree)
Table 5 presents the Organizational Culture of Higher Education Institutions in
terms of create. As seen in the table, indicator 2 “teaches us how to make a syllabus” got
a weighted mean of 3.45, and was verbally interpreted as strongly agree was ranked 1.
Indicator 1 “encourages us to conceptualize something that we know related to academics
before implementing it” got a weighted mean of 3.41, and was verbally interpreted as
strongly agree was ranked 2. Indicator 4 “allows us to create a new concept about
instructions” got a weighted mean of 3.40 and verbally interpreted as strongly agree was
ranked 3. Indicator 3 “helps us how to construct a lesson” got a weighted mean of 3.36,
verbally interpreted as strongly agree was ranked 4. Indicator 5 “allows us to have fresh
ideas for the extra-curricular activities” got a weighted mean of 3.33, verbally interpreted
as strongly agree was ranked 5.
A weighted mean of 3.39 indicated that organizational culture of Higher
Education Institutions in terms of create was highly favorable. This signifies that their
educational leaders taught them on how to construct a syllabus and motivate them to
design something that they know related to academics before implementing it.
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Table 6
The Organizational Culture of Higher Education Institutions: Collaborate

Mean Interpretation
1. encourages us to ask help to our co-faculty 3.39 Highly Favorable 2
(Strongly Agree)
members.
2. reminds us the importance of collaboration 3.39 Highly Favorable 2
(Strongly Agree)
and cooperation.
3. assigns groupwork with trust. 3.39 Highly Favorable 2
(Strongly Agree)
4. has a good relationship with us. 3.37 Highly Favorable 4
(Strongly Agree)
5. is very supportive in all our activities. 3.36 Highly Favorable 5
(Strongly Agree)
(Strongly Agree)
terms of collaborate. As seen in the table, indicator 1 “encourages us to ask help to our
co-faculty members”, Indicator 2 “reminds us the importance of collaboration and
cooperation” and Indicator 3 “assigns group work with trust” got a weighted mean of
3.39, and was verbally interpreted as strongly agree was all ranked 2. Indicator 4 “has a
good relationship with us” and was verbally interpreted as strongly agree was ranked 4.
Indicator 5 “is very supportive in all our activities” got a weighted mean of 3.36, verbally
interpreted as strongly agree was ranked 5.

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To sum up, a weighted mean of 3.38 revealed that organizational culture of
Higher Education Institutions in terms of collaborate. This implies that their educational
leaders inspire them to help their co-faculty members and recall them the value of
collaborating and trusting their co-faculty members.

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Table 7
The Organizational Culture of Higher Education Institutions: Control

Mean Interpretation
1. always reminds us about the upcoming 3.43 Highly Favorable 1
(Strongly Agree)
activities.
2. is always monitoring us to produce great 3.36 Highly Favorable 2.5
(Strongly Agree)
outputs.
3. always addresses our problems to solve it. 3.33 Highly Favorable 4
(Strongly Agree)
4. can lead us properly. 3.32 Highly Favorable 5
(Strongly Agree)
5. can closely supervise our work. 3.36 Highly Favorable 2.5
(Strongly Agree)
(Strongly Agree)
terms of control. As seen in the table, indicator 1 “always reminds us about the upcoming
activities” got a weighted mean of 3.43, and was verbally interpreted as strongly agree
was ranked 1. Indicator 2 “is always monitoring us to produce great outputs” and
Indicator 5 “can closely supervise our work” both got a weighted mean of 3.36, and was
verbally interpreted as strongly agree was ranked 2.5. Indicator 3 “always addresses our
problems to solve it” got a weighted mean of 3.33 and verbally interpreted as strongly
agree was ranked 4. Indicator 4 “can lead us properly” got a weighted mean of 3.32,
verbally interpreted as strongly agree was ranked 5.

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To sum up, a weighted mean of 3.36 revealed that the organizational culture of
Higher Education Institutions in terms of control was highly favorable. This implies that
their educational leaders always recall them about the upcoming activities and supervised
them to produce better outputs on their tasks. 59
Table 8
The Organizational Culture of Higher Education Institutions: Compete

Men Interpretation
1. encourages us to attend trainings or 3.42 Highly 1
seminars. Favorable
(Strongly
Agree)
2. encourages us to make a timetable for our 3.32 Highly 4
professional development. Favorable
(Strongly
Agree)
3. requires us to conduct and present 3.34 Highly 2
researches national and international. Favorable
(Strongly
Agree)
4. requires us to look for a partnership that 3.33 Highly 3
will be benefited to our program. Favorable
(Strongly
Agree)
5. encourages us to conduct seminars to the 3.28 Highly 5
community. Favorable
(Strongly
Agree)
Average 3.34 Highly
Favorable
(Strongly
Agree)
terms of compete. As seen in the table, indicator 1 “encourages us to attend trainings or
seminars” got a weighted mean of 3.42, and was verbally interpreted as strongly agree
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was ranked 1. Indicator 3 “. requires us to conduct and present researches national and
international” got a weighted mean of 3.34, and was verbally interpreted as strongly
agree was ranked 2. Indicator 4 “requires us to look for a partnership that will be
benefited to our program” got a weighted mean of 3.33 and verbally interpreted as
strongly agree was ranked 3. Indicator 2 “encourages us to make a timetable for our
professional development” got a weighted mean of 3.32, verbally interpreted as strongly
agree was ranked 4. Indicator 5 “encourages us to conduct seminars to the community”
got a weighted mean of 3.28, verbally interpreted as strongly agree was ranked 5.
In summary, a weighted mean of 3.34 indicated that organizational culture of
Higher Education Institutions in terms of compete was highly favorable. This signifies
that motivate them to attend trainings or seminars and requires them to conduct and
present researches both national and international.
Table 9
Composite Table of the Organizational Culture of Higher Education Institutions

Mean Interpretation
1. Create 3.39 Highly Favorable 1
(Strongly Agree)
2. Collaborate 3.38 Highly Favorable 2
(Strongly Agree)
3. Control 3.36 Highly Favorable 3
(Strongly Agree)
4. Compete 3.34 Highly Favorable 4
(Strongly Agree)
Overall Weighted Mean 3.37 Highly Favorable
(Strongly Agree)
Table 9 presents the Composite Table of the Organizational Culture of Higher
Education Institutions. As seen in the table, Indicator 1 "create" got a weighted mean of
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3.39 and was verbally interpreted as strongly agree, was ranked 1. Indicator 2
"collaborate" got a weighted mean of 3.38 and was verbally interpreted as strongly agree,
was ranked 2. Indicator 3 "control" got a weighted mean of 3.36 and was verbally
interpreted as strongly agree, was ranked 3. Indicator 4 "compete" got a weighted mean
of 3.34 and was verbally interpreted as strongly agree, was ranked 4.
In summary, an overall weighted mean of 3.37 revealed that the Organizational
Culture of Higher Education Institutions along create, collaborate, control and compete
was highly favorable. This implies that understanding the competing values framework
would be a contributory factor to make the organizational culture favorable.
The findings confirm Denver Leadership's (2018) study, which found that the
Competing Values Framework helps employees be more productive and innovative in
their job. The findings also complement the study of Chidambaranathan and Regha
(2017), who found that the competing values framework can assist employees analyze
their preferred culture in order to be more effective at work. Similarly, it supports
Adeinat and Abdulfatah's (2019) study that a company that emphasizes individual
initiative and employee empowerment may not effect all knowledge management
procedures equally. In particular, an organization's culture principally influences the
knowledge creation process, followed by knowledge exchange, in a private university
setting.
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3. The Level of Teacher Competence in Higher Education Institutions
Table 10
The Level of Teacher Competence in Higher Education Institutions

Mean Interpretation
1. I can teach well the lessons. 3.42 Very High 2.5
2. I have a mastery of the subject matter being 3.45 Very High 1
taught.
3. I am motivated to teach. 3.37 Very High 8
4. I can teach other subjects because my dean 3.28 Very High 10
is giving me enough training to master my
out-of-field subjects.
5. I have enough resources for my work. 3.36 Very High 9
6. I respond clearly to questions asked in class. 3.39 Very High 5
7. I maintain an objective and respectful 3.42 Very High 2.5
position with the students.
8. I organize activities for the student to 3.38 Very High 6.5
actively participate in course assignments.
9. I interact satisfactorily with the students. 3.41 Very High 4
10. I apply the assessment criteria of the 3.38 Very High 6.5
activities as established in the subject’s
curriculum.
Average 3.38 Very High
Table 10 presents the Level of Teacher Competence in Higher Education
Institutions. As seen in the table, Indicator 2 “I have a mastery of the subject matter being
taught” got a weighted mean of 3.45 with a verbal interpretation of very high was ranked
1. Indicator 1 “I can teach well the lessons” and indicator 7 “I maintain an objective and
respectful position with the students” both got a weighted mean of 3.42 with a verbal
interpretation of very high was both ranked 2.5.

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On the other hand, Indicator 4 “I can teach other subjects because my dean is
giving me enough training to master my out-of-field subjects” got a weighted mean of
3.28 with a verbal interpretation of very high was ranked 10. Indicator 5 “I have enough
resources for my work” got a weighted mean of 3.36 with a verbal interpretation of very
high was ranked 9. Indicator 3 “I am motivated to teach” got a weighted mean of 3.37
with a verbal interpretation of very high was ranked 8.
To sum up , an average weighted mean of 3.38 showed that level of teacher
competence in Higher Education Institutions was very high. This implies that they have a
mastery of the subject matter being taught in which they can teach well in their class and
stays on objective and in respectful position to their students.
These findings complement the study conducted by Riina and Irja (2022), which
claims that higher education institutions place a high priority on developing innovative
educational abilities in order to meet the expectations for competence development in the
near future. As a result, higher education institutions have exceptional instructor
competence. In a similar way, it confirms Hartono et al. 's (2018) study, which exposes
teaching competency as a valuable predictor in mediating the relationship between
organizational learning and performance. It also supports the study of Azeem and Omar
(2018), who found that professional teachers' competency is beneficial in making
teaching methods more effective and successful, allowing learners to develop their
learning abilities, knowledge, and skills. Assessment of teachers' performance is required
to establish teachers' ability, and it is not a straightforward endeavor based purely on
students' academic progress.

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64
4. Relationship between Leadership Factors of the Educational Leaders and

Organizational Culture of Higher Education Institutions
Table 11
Relationship between Leadership Factors of the Educational Leaders and
Organizational Culture of Higher Education Institutions
Leadership Organizational culture

Factors Create Collaborate Control Compete
Attitude r=0.881** r=0.849** r=0.901** r=0.872**
High High correlation High High
correlation p=0.000 correlation correlation
p=0.000 p=0.000 p=0.000
Determination r=0.908** r=0.938** r=0.920** r=0.922**
p=0.000 p=0.000 p=0.000
Motivation r=0.897** r=0.919** r=0.928** r=0.909**
p=0.000 p=0.000 p=0.000
**Significant @ 0.01
As shown in Table 11, as to the Leadership Factors of the Educational Leaders
and Organizational Culture of Higher Education Institutions. The results revealed that
Attitude had a high correlation to create, collaborate, control and compete with a value of
r=0.881, r=0.849, r=0.901 and r=0.872 respectively, while determination had also the
same high correlation to create, collaborate, control and compete with a value of r=0.908,
r=0.938, r=0.920 and r=0.922. Likewise, the Motivation had a high correlation with
create, collaborate, control and compete, with values of r=0.897, r=0.919, r=0.928 and
r=0.909 respectively. The probability values were all less than the 0.01 significance level.
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Therefore, there was a significant relationship between Leadership Factors of the

65
Educational Leaders and Organizational Culture of Higher Education Institutions.
This means that the more favorable the leadership factors of the educational
leaders along attitude, determination, and motivation, the better is the organizational
culture in terms of create, collaborate, control and compete.
The outcome is consistent with Schein's (2022) study, which found that company
culture is shaped by leadership factors. Psychological safety is fostered in organizations
by leaders who treat their subordinates with respect and decency. Leaders that humiliate
and belittle followers model bad behavior for them. Additionally, it backs up a study by
Xenikou (2019) that claims the interaction between leadership factors and culture
demonstrates the complementary role of leadership factors in the relationship between
organizational culture and outcomes as well as the moderating role of culture in the
relationship between leadership factors and other significant organizational constructs,
like perceptions of justice.
5. Relationship between Leadership Factors of the Educational Leaders and

Level of Teacher Competence in Higher Education Institutions
Table 12
Relationship between Leadership Factors of the Educational Leaders and Level of
Teacher Competence in Higher Education Institutions
Leadership Factors Pearson r value p-value Interpretation

Attitude 850** 0.000 Significant
High correlation
Determination 0.867** 0.000 Significant
High correlation
Motivation 0.856** 0.000 Significant
High correlation
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For the relationship between the respondents’ leadership factors and level of
teacher competence, a Pearson r value of 0.850 and a p-value of 0.000 were obtained in
Attitude. The probability value was lower than the test of significance at 0.01 leading to
the rejection of the null hypothesis, then for the determination, a Pearson r value of 0.867
and a p-value of 0.000 were obtained. The probability value was lower than the test of
significance at 0.01 leading to the rejection of the null hypothesis. And lastly, for
motivation, a Pearson r value of 0.856 and a p-value of 0.000 were obtained. The
probability value was lower than the test of significance at 0.01 leading to the rejection of
the null hypothesis. This shows that there was a significantly high relationship between
the respondents’ leadership factors and level of teacher competence. This means that the
more favorable the leadership factors of educational leaders along attitude, determination,
and motivation, the higher is the level of teacher competence.
This provides support to Dabash's (2018) study, which found that school director
leadership has the ability to greatly improve teacher effectiveness as well as student
accomplishment. According to the literature, supporting leadership elements of
participatory leadership style of school directors are the most appropriate leadership
factors in schools to improve teacher effectiveness and student achievement. Similarly, it
lends support to Daing's (2018) study, which found a substantial association between
school administrators' overall instructional leadership skills and teacher performance.
Furthermore, the researcher discovered a link between the school administrators' overall
instructional leadership skills and the professors' self-efficacy. With these findings, he
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concluded that the majority of respondents believe that school administrators who serve
as instructional leaders in state universities in the National Capital Region assess
themselves to be good instructional leaders, particularly in the four areas identified in the
Teachers' Performance.
6. Relationship between Organizational Culture and Level of Teacher

Competence in Higher Education Institutions
Table 13
Relationship between Organizational Culture and Level of Teacher Competence in
Higher Education Institutions
Organizational Pearson r value p-value Interpretation

Culture
Create 0.853** 0.000 Significant
High correlation
Collaborate 0.859** 0.000 Significant
High correlation
Control 0.872** 0.000 Significant
High correlation
Compete 0.890** 0.000 Significant
High correlation
For the relationship between the organizational culture and level of teacher
competence, a Pearson r value of 0.853 and a p-value of 0.000 were obtained in create.
The probability value was lower than the test of significance at 0.01 leading to the
rejection of the null hypothesis, then for the collaborate, a Pearson r value of 0.859 and a
p-value of 0.000 were obtained. The probability value was lower than the test of
significance at 0.01 leading to the rejection of the null hypothesis. For control, a Pearson
r value of 0.872 and a p-value of 0.000 were obtained. The probability value was lower
than the test of significance at 0.01 leading to the rejection of the null hypothesis. And
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lastly, for compete, a Pearson r value of 0.890 and a p-value of 0.000 were obtained. The
probability value was lower than the test of significance at 0.01 leading to the rejection of
the null hypothesis. This shows that there was a significantly high relationship between
the respondents’ organizational culture and level of teacher competence. This means that
the more favorable the organizational culture along create, collaborate, control and
compete, the higher is the level of teacher competence.
The findings complement Suharningsih and Murtedjo's (2017) study, which found
that several variables, including organizational culture and job satisfaction, influence
employee performance. Through job satisfaction, organizational culture has an indirect
effect on employee performance. This could imply that the construct of Organizational
Culture has a direct and positive relationship with Employee Performance via Employee
Satisfaction components. Similarly, the findings support the findings of Tahnia et al.
(2021), who concluded that a positive organizational culture will improve faculty
instructor performance.
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7. Multiple Regression between Leadership Factors, Organizational Culture

taken Singly or in Combination of Level of Teacher Competence in Higher
Education Institutions
Table 14
Multiple Regression between Leadership Factors, Organizational Culture taken
Singly or in Combination of Level of Teacher Competence in Higher Education
Institutions
Predictor Dependent R2 F p- Β T p-
Variable value value
Attitude 0.182 2.461 0.015*
Determination 0.036 0.334 0.739
Motivation Level of -0.006 -0.065 0.948
Create Teacher 0.823 145.93 0.000 -0.284 -2.319 0.021*
Collaborate competence -0.321 -2.260 0.025*
Control -0.269 -1.952 0.052
Overall 1.561 4.622 0.000*
Organizational culture
*Significant @ 0.05
As shown in Table 14, there was a multiple correlation between the respondents
‘leadership factors, organizational culture, and level of teacher competence in higher
education institutions. A value of 0.000 indicates a high level of prediction of the
dependent variable (level of teacher competence). The obtained R square of 0.823 shows
that independent variables (leadership factors and organizational culture) explain the
variability of the dependent variable (level of teacher competence). Further, the ANOVA
shows that the independent variables leadership factors and organizational culture
statistically significantly predicted the dependent variable teacher competence with an F-
value of 145.93 and a probability value of 0.000 which is less than the 0.05 significance
level. This implies that the independent variables leadership factors along attitude,
determination and motivation and organizational culture in terms of create, collaborate

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and control are the drivers of level of teacher competence in higher education
institutions, which further means that the educational leaders of higher education
institutions have the attitude, determination and motivating power to challenge the
teachers in achieving commendable teaching performance which in turn may improve the
institution’s culture. Likewise, they have the culture with shared beliefs and values which
are communicated and reinforced through various methods that ultimately shaped the
employee perceptions, behaviors and understanding of the organizational culture.

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the results of the study undertaken by the researchers. The
summary of findings, conclusions and recommendations were made to further enhance
the concept and facts discussed in the proceeding chapters.
The researcher utilized descriptive-correlational method of research with the help
of survey questionnaire as the main source of data. Statistical method utilized to give
credence and reliability to the work. This is one in which information is collected without
changing the environment (i.e., nothing is manipulated). It is used to obtain information
concerning the current status of the phenomena to describe "what exists" with respect to
variables or conditions in a situation. The methods involve range from the survey which
describes the status quo, the correlation study which investigates the relationship between
variables, to developmental studies which seek to determine changes over time (Polka,
2018).
The researchers used the descriptive design. Specifically, it sought answers to the
following questions:
1. What are the leadership factors of educational leaders in terms of:
1.1 Attitude,
1.2 Determination ,and
1.3 Motivation?
2. What is the organizational culture of higher education institutions in terms of:
2.2 Create,
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2.3 Collaborate,
2.4 Control ,and
2.5 Compete?
3. What is the level of teacher competence in higher education institutions?
4. Is there a significant relationship between leadership factors of the educational
leaders and organizational culture of higher education institutions?
5. Is there a significant relationship between leadership factors educational leaders
and level of teacher competence in higher education institutions?
6. Is there a significant relationship between organizational culture and level of
teacher competence in higher education institutions?
7. How predictive are leadership factors and organizational culture, taken singly or
in combination, of level of teacher competence in higher education institutions?
Summary of Findings
The following are the salient findings of the study:
1. The Leadership Factors of Educational Leaders
The findings showed that a weighted average of 3.39 revealed that the leadership factors
of educational leaders along attitude, determination and motivation were highly
favorable.
2.The Organizational Culture of Higher Education Institutions
The findings showed that an overall weighted mean of 3.37 revealed that the
Organizational Culture of Higher Education Institutions along create, collaborate, control
and compete was highly favorable.

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3.The Level of Teacher Competence in Higher Education Institutions
The findings showed that an average weighted mean of 3.38 revealed that the
respondents’ level of teacher competence was very high.
4.Relationship between the Respondents’ Leadership Factors of the Educational
Leaders and Organizational Culture of Higher Education Institutions
The findings showed that for the relationship between the respondents’ leadership factors
of the educational leaders and organizational culture of higher education institutions, the
obtained p- values for attitude=0.000, determination=0.000 and motivation=0.000 were
all less than the level of significance @ 0.01, therefore, significant relationship was
noted. On the other hand, the obtained p-values for create=0.000, collaborate=0.000,
control=0.000 and compete=0.000 were all less than the level of significance @ 0.01,
therefore, significant relationship was observed.
5.Relationship between the Respondents’ Leadership Factors of the Educational
Leaders and Level of Teacher Competence in Higher Education Institutions
The findings showed that for the relationship between the respondents’ leadership factors
of the educational leaders and level of teacher competence of higher education
institutions, the obtained p- values for attitude=0.000, determination=0.000 and
motivation=0.000 were all less than the level of significance @ 0.01, therefore,
significant relationship was noted.
6.Relationship between the Respondents’ Organizational Culture and Level of
Teacher Competence in Higher Education Institutions

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The findings showed that for the relationship between the respondents’ organizational
culture and level of teacher competence of higher education institutions, the obtained p-
values for create=0.000, collaborate=0.000, control=0.000 and compete=0.000 were all
less than the level of significance @ 0.01, therefore, significant relationship was noted.
7.Multiple Regression between Leadership Factors, Organizational Culture taken
Singly or in Combination of Level of Teacher Competence In Higher Educational
Institutions
A value of 0.000 indicates a high level of prediction of the dependent variable (level of
Teacher Competence). The obtained R square of 0.823 shows that independent variables
(leadership factors and organizational culture) explain the variability of the dependent
variable (level of teacher competence). Further, the ANOVA shows that the independent
variable leadership factors and organizational culture statistically significantly predicted
the dependent variable teacher competence with an F-value of 145.93 and a probability
value of 0.000 which is less than the 0.05 significance level.
Conclusions
Based on the findings of the study, the study conclusions were drawn:
1. The leadership factors of educational leaders along attitude, determination and
motivation were highly favorable.
2. The Organizational Culture of Higher Education Institutions along create, collaborate,
control and compete was highly favorable.
3. The respondents’ level of teacher competence was very high.

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4. The more favorable the leadership factors of the educational leaders along attitude,
determination, and motivation, the better is the organizational culture in terms of create,
collaborate, control and compete.
5. The more favorable the leadership factors of educational leaders along attitude,
determination, and motivation, the higher is the level of teacher competence.
6. The more favorable the organizational culture along create, collaborate, control and
compete, the higher is the level of teacher competence.
7. The independent variables leadership factors along attitude, determination and
motivation and organizational culture in terms of create, collaborate and control are the
drivers of teacher competence in higher education institutions.
Recommendations
The following recommendations are based on findings and conclusion of this study:
1. Since the higher educational leaders' leadership characteristics are highly
favorable, the educational leaders should continue creating a school climate
to offer a setting that is conducive to learning. They should hold individuals
accountable, support and empower both teachers and students, and define a
shared vision so that everyone can work toward a single objective and create
coherence.
2. Leaders in higher education must constantly make sure they are mentoring or
coaching their faculty in order to enable them to build leadership abilities. It has
two advantages: first, it enables current leaders to support those who are eager to
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become future leaders, and second, it enables leadership to concentrate training
and professional development on the institution's most pressing requirements.
3. Higher education administrators should consistently abstain from actions that
promote envy, rivalry, and conflict, and address sources of widespread annoyance
quickly and efficiently. Additionally, they should take the time to get to know
each faculty member, their projects, objectives, and needs. They should also
support informal get-togethers between faculty members to encourage them to do
the same.
4. Higher education institution executives ought to organize recurrent getaways
away from the campus that are packed with intellectually difficult material and
that also allow for time for casual, unstructured "bonding" chats. Through internal
and external messaging, they must foster pride in the unit around truly significant
accomplishments, celebrate major projects and milestones, contextualize such
successes as enhancing the overall excellence of the unit and the discipline's
direction, and always be as inclusive as possible.
5. For the teachers, well-planned education that advances pupils from their current
proficiency level toward clear success criteria should be upheld. For each lesson,
the teacher should explain their goals to the class. The variety of related skills
they should cover as well as the best sequence to master them should be taught.
6. Current lessons should be built on prior information to develop fluency and retain
mastery of the content. The students need to continuously learn the knowledge
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and skills to criteria that are confirmed by teachers and students' peers. Lessons
should be connected to major ideas and complicated problems that have a deeper
meaning and help pupils understand the subject matter.
7. Future researchers may replicate the investigation considering other variables
such as family management, work life balance and leadership skills.

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Appendices
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Appendix A
(Letters)
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Graduate School
Graduate School
Graduate School
Appendix B
(Sample Questionnaires)
Graduate School
Part I. Leadership Factors

Instructions: Please read each statement carefully and rate them according to your
assessment using the scale below. Put a check (/) mark on the space provided for. There
is no right or wrong answers.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
A. Attitude
My educational leader… 4 3 2 1
1. respects the ideas of the subordinates.
2. understands our emotional needs.
3. can handle the attitude of the subordinates.
4. listens to our needs.
5. can support us anytime.
B. Determination
1. can decide well for the good of the teachers.
2. is goal oriented.
3. can accomplish their tasks on time.
4. is willing to improve our performance.
5. is able to provide the needs of the teachers.
C. Motivation
1. compensates us well
2. recognizes and appreciate our efforts
3. gives us incentives whenever we accomplish our
goals.
4. is interested in our tasks.
5. is giving us a chance to strategize according to
our terms and needs.
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Part II. Organizational Culture

4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
A. Create
The educational leader… 4 3 2 1
1. encourages us to conceptualize something that
we know related to academics before
implementing it.
2. teaches us how to make a syllabus.
3. helps us how to construct a lesson.
4. allows us to create a new concept about
instructions.
5. allows us to have fresh ideas for the extra-
curricular activities.
B. Collaborate
1. encourages us to ask help to our co-faculty
members.
2. reminds us the importance of collaboration and
cooperation.
3. assigns groupwork with trust.
4. has a good relationship with us.
5. is very supportive in all our activities.
C. Control
1. always reminds us about the upcoming
activities.
2. is always monitoring us to produce great
outputs.
3. always addresses our problems to solve it.
4. can lead us properly.
5. can closely supervise our work.
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D. Compete
1. encourages us to attend trainings or seminars.
2. encourages us to make a timetable for our

professional development.
3. requires us to conduct and present researches
national and international.
4. requires us to look for a partnership that will be
benefited to our program.
5. encourages us to conduct seminars to the
community.
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Part III. Teacher Competence

4- Excellent
3- Very Good
2- Good
1- Fair
4 3 2 1
1. I can teach well the lessons.
2. I have a mastery of the subject matter being taught.
3. I am motivated to teach.
4. I can teach other subjects because my dean is giving
me enough training to master my out-of-field subjects.
5. I have enough resources for my work.
6. I respond clearly to questions asked in class.
7. I maintain an objective and respectful position with
the students.
8. I organize activities for the student to actively
participate in course assignments.
9. I interact satisfactorily with the students.
10. I apply the assessment criteria of the activities as
established in the subject’s curriculum.
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Appendix C
(Editor’s/Statistician’s Certificate)
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Graduate School
Appendix D
(SPSS/TURNITIN Certification)
Graduate School
Graduate School
Appendix E
(Curriculum Vitae)
Name: Arcangel Joshua M. Abustan

Graduate School
Nationality: Filipino
Religion: Roman Catholic
Educational Background
Doctorate Degree:
Doctor of Philosophy major in Educational Management
Batch 2023
Master’s Degree:
Master of Science in Psychology major in Developmental Psychology
Batch 2019
Bachelor’s Degree:
Bachelor of Science in Psychology
Batch 2017
Work Experiences
College Professor
2020-Present
OIC-Guidance Counselor
Trimex Colleges
July 1, 2019-November 29, 2019
Part-Time College Professor

Trimex Colleges
Part-Time Senior Highschool Teacher

Trimex Colleges
Part-time Elementary and Junior Highschool Teacher

Sta. Catalina College
2018-2019

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UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA

LEADERSHIP FACTORS OF EDUCATIONAL LEADERS, ORGANIZATIONAL

ARCANGEL JOSHUA M. ABUSTAN

To the three Selected Private Higher Education Institutions in Binan, Laguna,

To those people who were not mentioned. Thank you so much.

Researchers: Abustan, Arcangel Joshua M.

This study attempted to determine the Leadership Factors of Educational Leaders,

A value of 0.000 indicates a high level of prediction of the dependent variable

Recommendation for Oral Examination ii

Approval by the Panel of Examiners ii

Table of Contents vii

List of Figures xii

1 THE PROBLEM AND ITS SETTING

Statement of the Problem 9

Assumption of the Study 10

Scope and Delimitation 10

Significance of the study 11

2 REVIEW OF RELATED LITERATURE AND STUDIES

Leadership Factors of Educational Leaders 15

The Organizational Culture of Higher Education Institutions 27

The Teacher Competence in Higher Education Institutions 33

Relationship Studies about Leadership Factors of Higher Education

Leaders, Organizational Culture and Teacher Competence 41

Synthesis of the Reviewed Literature 44

Gaps Bridged by the Present Study 45

Population of the Study 47

Instrumentation and Validation 47

Evaluation and Scoring 48

Data Gathering Procedure 49

Statistical Treatment of Data 50

4 PRESENTATION, ANALYSIS, AND INTERPRETATION

5 SUMMARY OF FINDINGS, CONCLUSIONS,

Appendix B (Sample Questionnaires)

Appendix C (Editor’s/Statistician’s Certification)

Appendix D (SPSS/TURNITIN Certification)

Appendix E (Curriculum Vitae)

1 The Leadership Factors of Educational Leaders:

2 The Leadership Factors of Educational Leaders:

3 The Leadership Factors of Educational Leaders:

4 Composite Table of the Leadership Factors of

5 The Organizational Culture of Higher Education

6 The Organizational Culture of Higher Education

7 The Organizational Culture of Higher Education

8 The Organizational Culture of Higher Education

9 Composite Table of the Organizational Culture

Of Higher Education Institutions 60

10 The Level of Teacher Competence in Higher Education 62

Leaders and Organizational Culture of Higher Education

12 Relationship Between Leadership Factors of the Educational

Leaders and Level of Teacher Competence of Higher

13 Relationship Between Organizational Culture of the Educational

Leaders and Level of Teacher Competence of Higher

14 Multiple Regression Between Leadership Factors, Organizational

Culture taken Singly or in Combination of Level of Teacher

Competence in Higher Education Institutions 69

1 Operational Model of the Study 8

never-ending drive to preserve the viability and effectiveness of their organizations,

and exactly with little to no discussion (Warburton, 2022).

on intrinsic reasons, which can be helped or impeded by the organizational structure of

the job. the complexity of a beginning teacher's job requirements.

aid teachers and administrators in understanding the connection between organizational

organizational culture and student productivity.

In Dasmarias City Cavite's City Schools Division, organizational culture and

productivity of elementary teachers, as perceived by teachers, the City Schools Division