AND

QUALITATIVE
RESEARCH

POST MODERN
LEADERSHIP

RUFAIDA S. PALAPAR
Reporter

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SUBJECTIVE MODELS AND
QUALITATIVE RESEARCH
 The theoretical conflict between
formal and subjective models is
reflected in the debate about
positivism and interpretivism in
educational research. Subjective
models relate to a mode of research
that is predominantly interpretive or
qualitative. This approach to
enquiry is based on the subjective
SUBJECTIVE MODELS experience of individuals. The
AND main aim is to seek understanding
of the ways in which individuals
QUALITATIVE create, modify and interpret the
RESEARCH social world which they inhabit.

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 The link between qualitative
research and subjective models is
evident in in Cohen, Manion and
Morrison’s (2000) definition:

Qualitative Research stresses the

importance of the subjective
experience in the individuals in
SUBJECTIVE MODELS the creation of the social world.
AND The principal concern is with an
understanding of the way in which
QUALITATIVE he or she finds himself or herself.
RESEARCH
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 Qualitative research relies on
data obtained by the
researcher from first-hand
observation, interviews,
questionnaires, focus groups,
participant-observation,
recordings made in natural
QUALITATIVE settings, documents, and
artifacts. The data are
RESEARCH generally non-numerical.
(https://en.wikipedia.org/wiki/Qua
litative_research)
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MAIN FEATURES OF INTERPRETIVE, OR QUALITATIVE,
RESEARCH ECHO THOSE OF THE SUBJECTIVE MODELS:

1.They focus on the perceptions of individuals rather than the whole

organization. The subject's individual perspective is central to qualitative
research (Morrison, 2002, p. 19).
2.Interpretive research is concerned with the meanings, or interpretations,
placed on events by participants. All human life is experienced and
constructed from a subjective perspective (Morrison, 2002, p. 19).
3.Research findings are interpreted using grounded theory. Theory is
emergent and must arise from particular situations; it should be grounded
on data generated by the research act. Theory should not proceed research
but follow it (Cohen et al, 2000, p. 23).
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According to Greenfield, 1973, p. 558, “the kinds of
organizations we live is derive not from their structure but
from attitudes and experiences we bring to organizations from
the wider society in which we live.
In education, the interpretations of individuals may originate
from several sources. For teachers, the major influence is the
socialization that results from their induction into the
profession.
Subjective theories focus in implicitly on the answerability of
individual teachers rather than accountability of the
institution itself (Bush, 1994)
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POSTMODERN LEADERSHIP
WHAT IS POSTMODERN LEADERSHIP?
1. Can emerge from anywhere, inside
or outside the group that is led.
2. Is a discrete act, not an ongoing
role.
3. Is an influence process that ends
once followers act.
4. Does not manage people or make
DISTINCTIVE FEATURES decisions for them.
OF POSTMODERN 5. Can be shown by groups to other
LEADERSHIP groups, not just by individuals.
6. Fluid, not dominating, as no one
has a monopoly on good ideas.

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SUBJECTIVE VIEW OF POST
MODERN LEADERSHIP
 Subjective View of Post Modern Leadership

The notion of postmodern leadership aligns closely with the principles of

subjective models.
This model is closely linked to subjective organization theory (Greenfield,
1973).
Keough and Tobin’s (2001) definition illustrates this connection: “Current
postmodern culture celebrates the multiplicity of subjective truths as
defined by experience and revels in the loss of absolute authority” (p. 2).

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 Key Features of Postmodernism (Keough & Tobin, 2001):

Language does not reflect reality.

 Reality does not exist; there are multiple realities.
 Any situation is open to multiple interpretations.
Situations must be understood at local level with particular
attention to diversity.

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THANK YOU FOR
LISTENING! 
 Stanford. (n.d.). Journal of Organizational Theory in
Education, April 16, 2015. Volume 1, Number 1. Retrieved
from https://tinyurl.com/hyyb42uh

REFERENC Bush, T. (n.d.). Retrieved from https://tinyurl.com/hyyb42uh

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