ABSTRACT
This study aimed to determine the correlation between the leadership practices of the deans and the institutional performance of selected Medical Technology Education Institutions in the National Capital Region. The study focused on assessing the leadership practices of the deans based on evaluations from the deans themselves, faculty, and students, to determine if there were significant differences among the participant’s responses.
Data describing the leadership practices of the deans were gathered using a standardized questionnaire from Kouzes and Posner’s leadership Inventory (2013). Two key indicators used to describe institutional performance were board examination results from 2015 – 2019, which were obtained from reliable source through a paid subscription, and the accreditation status of the selected medical technology education institutions’ official web pages and validated during interviews. A mixed-methods approach, incorporating both quantitative and qualitative research methods, was employed to analyze the responses. Weighted mean, standard deviation, ANOVA, and Eta were used as statistical treatments in interpreting the results. The computed values on differences were interpreted at a 0.05 level of significance.
Based on the findings, the deans from the selected medical technology education institutions exhibit leadership behaviors and typically exemplify the identified leadership practices. There is a significant difference and relationship between the leadership practices of the deans and institutional performance. The more the deans adapted their leadership practices, the better the institutional performance. A proposed plan of action was created to enhance leadership behaviors and address leadership practices among the deans, which may be adopted to further improve institutional performance.
Keywords: Leadership practices, Leadership behaviour, Institutional performance, Medical technology education institutions, Deans
INTRODUCTION
Leadership in higher education institutions is a crucial element of organizational success. Effective leaders at every level of the organization play a vital role in executing the institution’s vision, improving it when necessary, and setting the tone and culture (Kickul & Neuman, 2015). Leading involves governing and directing the activities of a well-ordered group to achieve set goals through participation, communication, and exchange of information. Leadership is also built on relationships; hence, a leader should embody the organizational vision and foster a collaborative environment.
Higher education institutions consist of groups of individuals working together daily to achieve common goals (Adebakin & Gbadamusi, 2012; Olubio, 2017). The success of these institutions is not solely measured by revenue but also by the increasing number of graduates, high performance in licensure examinations, and competent stakeholders. These achievements are driven by leaders who exhibit strong leadership behavior and styles, positively influencing institutional performance.
Leadership style, behavior, and creativity are shaped by experiences and circumstances within the organization (Oliver & Mitku, 2001; 2017). Higher education institutions face significant changes due to technological, social and economic, and cultural factors. These external influences require continuous adaptation. Consequently, educational leaders are faced with high demands and responsibilities imposed by top management.
Transformational leadership can foster a high level of commitment among teachers and develop the capacities needed to meet these challenges. Understanding the principles of transformational leadership is crucial because it revitalizes organizations and fosters growth within communities. Collaborative leadership among presidents, deans, and top-level administrators is essential for institutional progress. Deans have a direct impact on the recruitment, retention, and development of faculty, as well as the overall academic future of the institution (Otara, 2015).
Over the past 20 years, the Commission on Higher Education (CHED) has implemented reforms to improve education quality, including monitoring leadership success through graduates' performance. Key goals include increasing passing rates in board examinations, reducing unemployment due to job-skill mismatches, minimizing the proliferation of higher education institutions, rationalizing programs, and increasing scholarship grants for deserving students (Casiple, 2014). A national report by CHED highlighted concerns about the diminishing quality of higher education, attributing this issue to the leadership qualities, behaviors, and styles of deans and program heads.
CHED memorandum order No. 14, series of 2006, outlines the qualifications for deans and program heads in Medical Technology Education. This study seeks to understand the leadership practices of deans in this field and their impact on institutional performance. The research is grounded in Kouzes and Posner’s Transformational Model (2013), which describes effective leadership behaviors that enhance institutional performance (Barth, 1999; Mitiku & Mitiku, 2017).
The quality of leadership in educational institutions plays a crucial role in shaping their overall performance and effectiveness. Leadership practices, particularly in higher education, can significantly influence both the academic environment and institutional success. This study aimed to determine the leadership practices of the deans of selected medical technology education institutions and their corresponding institutional performance.
Specifically, the study sought to answer several key questions. Firstly, it aimed to assess the level of leadership practices of the deans in the selected medical technology education institutions in the National Capital Region. These practices were evaluated based on five dimensions: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart, as assessed by deans, faculty members, and students. Secondly, the study examined the institutional performance of the respondent schools, focusing on their passing percentage in the board examination and their accreditation level.
Furthermore, the study investigated whether there were significant differences in the leadership practices of the deans among the selected institutions, as perceived by deans, faculty, and students. It also explored the relationship between the leadership practices of the deans and the institutional performance of the selected medical technology education institutions in the National Capital Region. Finally, based on the findings of the research, the study aimed to propose a plan of action to improve the leadership practices of the deans. Through these inquiries, the study sought to provide a comprehensive understanding of how leadership practices among deans impact the performance of medical technology education institutions and to identify strategies for enhancing these practices for better institutional outcomes.
A review of related literature reveals a gap in studies investigating leadership practices in Medical Technology Education based on Kouzes and Posner’s model. This research aims to fill that gap by examining the effectiveness of leadership in selected Medical Technology Education Institutions in the National Capital Region.
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