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_e _e _aRamos, Bernardo F. _d _b4 _u _c0 _q16 |
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_a _aThe culture of the charismatic activities: an implication to servant education leadership / _d _b _n _cBernardo F. Ramos. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _axv, 310 pages _b |
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_b _atext _2rdacontent |
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_3 _30 _b _aunmediated _2rdamedia |
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_a _aThesis (Ph.D.)-- Pamantasan ng Lungsod ng Maynila, 2016.;A dissertation presented to the faculty of the Graduate School- College of Education in partial fulfillment of the requirements for the degree Doctor of Education in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: I, being a part of the academe, have joined a Charismatic Community in 2012 and having observed their practice of servant-leadership which entails a lot of sacrifice, I have entertained the idea that there might be something in the organization which the academe may try and learn from. For this reason, I have embarked into an ethnographic study employing the exploratory research design. The discussion in this study was entered on the exploration of patterns on thematic areas of language usage-promotion of gender sensitivity and equality, and management function practices of a Charismatic Community. The data as regards the thematic areas were taken from the immersion in the various activities comprised of Christian life seminars, covenant recollections, Lower and Upper Household meetings, Service meetings, and the minutes of the meetings as presided by the Chapter servant in the Sub-Parish. This study banked on my immersion process in the various activities of the Charismatic community as I looked for patterns that emerged from the overwhelming data I observed in the thematic areas so as to be able to determine the essential qualities of servant-leadership. Other than immersion, naturalistic observation, and unobtrusive interview, focus group discussion was also utilized in the study. In general, the themes as regards the essential qualities of servant-leadership observed in terms of the three thematic areas were the following acceptance, being cooperative and supportive, being understanding, commitment, cordiality, desire to change, faith, generosity, humility and respect for authority, positive change in behavior, self-sacrificing (selflessness), sense of humor, and willingness, spiritual growth, fairness, obedience, motivated, flexible (more adoptable), character, relationship, knowledge, intuition, experience, past success, ability, having a vision and direction, responsiveness and responsibility, being smart, sharing of strategy with the members, and giving of helpful feedback. The proposed implications of the study to servant education leadership are the following: 1. The findings of this research may pave the way to in-depth discussion and studies on the importance of building the culture of servant leadership in the school settings. 2. The servant leadership qualities as revealed in the charismatic community activities may positively affect the performance of school organizations as school leaders engage in servant-oriented practices that may be the start of the journey towards the nature of legitimate power and greatness in servant education leadership. 3. Benchmark on the least considered school leadership style focusing on the influenced role of school leaders through the upholding of servant leadership values such as humility, respect, and commitment which are essentially important in ensuring the teacher's commitment to the school. 4. Set the phase fro empirical studies. A quantitative research may be conducted on the relationship between servant education leadership and school team effectiveness from the teacher's perspective. 5. Another quantitative research to be conducted is to apply discriminate analysis to determine the leadership style differences between genders. A discussion is to be made between servant (seen as aligned with emotional intelligence) and traditional (or top-down) leadership. This study may seek to clarify the servant leadership qualities that best described gender memberships and thereby proffered the possible gender oriented service-leadership styles utilizing discriminant function analysis method. 6. The servant leadership qualities may create a culture of openness that put the faculty and employees concern first. In this light, this culture is about living it in the school organization. 7. New theories/models on servant leadership may be conceptualized and operationalized to test whether changes in leader's conduct affect followers and performance of the school organizations. _u |
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