ABSTRACT: This study analyzed the impact of 21st-century school leaders' character traits to the organizational culture of selected schools in a school division. The research used the descriptive survey research design utilizing a self-made, validated questionnaire that was distributed to seventeen purposively selected principals, four district supervisors, and three hundred ninety randomly selected teachers (N=411). Data revealed that school organizations project internal focus and integration with stability and control (hierarchy, clan, ad market culture, which is very much observed). As revealed by the Structural Equation Modelling (confirmatory measure), clan culture is found to not significantly impacting the school organization and that the school organizations in the selected schools' division have an influential culture that can function and survive depending on the sort of values and beliefs of the people from the organization. Overall, leaders in the school division where the study was conducted and who master the soft skills for a 21st-century workplace are the most significant factor in the organization.
Keywords: 21st-century leaders, organizational culture, school leadership, organizational performance, leadership skills, leadership.
INTRODUCTION
Current vulnerability and instability in the school sectors have raised the difficulties for any school head to acknowledge objectives that continue over time. While this unfavorable setting is imperative to every school leader, an all-around understanding of leadership strategy spreads out inside the organization brings further pieces of information that may urge to improve the general suitability process. In that capacity, the identification of crucial factors like the individual attributes of successful school leaders, the instruments these school leaders use to make arrangements and excitement, and the talk factors are helpful to make an integrative system for initiative adequacy. Ongoing endeavors to deal with this improvement have truly embraced one methodology (i.e., qualities, aptitudes, or practices) while not orchestrating these various methodologies into a brought together field.
Additionally, the idea and meaning of the school may contrast from one individual or circumstance to the next because of different types of leaders and leadership styles. Relative to this, for example, the "Sulong Edukalidad" was initiated by the Department of Education (DepEd) all over the Philippines. Teachers view the changes brought about by this program from the top-management as "burden" and "additional work." Educational leaders, in a small-scale manner, have different techniques that allow them to lead teachers in embracing changes. On the other hand, leaders will not be followed if there is a lack of soft skills, technical skills, and emotional quotient (EQ).
In a classroom-based manner, if a teacher has thirty to forty students; therefore, there are also thirty to forty or possibly more individual differences and abilities that the school organization has. Although utilizing all these differences and turning them into personal strength is not easy. Further, it would not be possible if school leaders themselves do not have the background on how to deal with this. But, first, school leaders should know what type of leaders they are, what characteristics they have, and how these affect their subordinates in terms of work-related matters. With this essential background knowledge, the school leader can effectively run a school organization using these unique differences of the members of an organization. Hence, it becomes imperative to investigate how character traits of school leaders impact the organizational culture in a school division.
METHODS
Research Design/Research Instrument/Data Gathering Procedures
This study utilized a descriptive survey research design to get, describe, and draw insights about the attitudes, characteristics, and responses of the four-hundred eleven (N=411) respondents about leadership and organizational culture.
This study used a self-made questionnaire for the first three objectives and the Organizational Culture Assessment Questionnaire, an open-source material (OCAQ), for the fourth objective. OCAQ was crafted by Dr. Talcott Parsons, a humanist at Harvard University.
The research instrument is divided into four parts: 1) the demographic profile of the respondents that provides data regarding the respondents; 2) 21st-century leaders' character traits; 3) the type of organizational culture; 4) the impact of 21st-century leaders' character traits in the organizational culture of schools.
Respondents
The respondents of the study were seventeen (17) purposively selected principals, four (4) district supervisors, and three hundred ninety (390) randomly selected teachers in a school division.
Sampling Design and Procedures
Stratified random sampling was done in selecting the teachers, and purposive sampling was used in selecting the principals and district supervisors who participated in the study.
Inclusion Criteria of the Respondents
The included respondents are the seventeen (17) purposively selected school principals of a school division with master's and doctorate or taking the said degree in the field of school administration, leadership, and management. Further, the four (4) district supervisors from the four public school districts of the research locale are selected using the same inclusion criteria as the inclusion of the school principals. In contrast, a random selection for the three-hundred ninety (390) teachers is used, disregarding their highest educational attainment.
Data Analysis Plan
In interpreting the data, statistical tools such as percentage, weighted mean, and overall weighted mean were used.
To determine what type of organizational culture has the most impact in an organization, Structural Equation Modelling (SEM) was utilized to measure how the dimensions of market, hierarchy, adhocracy, and clan culture impact the organizational culture of schools. Structural equation modeling (SEM) encompasses such diverse statistical techniques as path analysis, confirmatory factor analysis, causal modeling with latent variables, and even analysis of variance and multiple linear regression using software called Analysis of Moment Structure (AMOS). According to Statistical Solutions (2019), AMOS is statistical software, and it stands for analysis of moment structures. AMOS is an added SPSS module and is specially used for Structural Equation Modeling, path analysis, and confirmatory factor analysis. It is also known as the analysis of covariance or causal modeling software. AMOS is a visual program for structural equation modeling (SEM). In AMOS, we can draw models graphically using simple drawing tools. AMOS quickly performs the computations for SEM and displays the results.
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