ABSTRACT
This qualitative study investigated faculty members’ lived experiences with the leadership styles of their program heads and the resulting impact on motivation and teaching strategies. The study’s results helped shape an intervention program and showed that program heads used different leadership styles, such as Authoritative, Democratic, Supportive, and Transformational. In terms of faculty motivation, three dominant themes emerged: building trust and granting autonomy, recognizing efforts and fostering a sense of value, and providing support to create a positive work environment. Four primary influences on teaching strategies were identified: encouraging autonomy and professional judgment; modeling and acknowledging effective practices; offering guidance and support in instructional planning; and setting high standards to promote professional growth. These insights emphasize the importance of leadership in shaping faculty engagement and instructional practices, stressing the vital role of targeted interventions to strengthen leadership effectiveness and faculty development.
Keywords: Faculty Members, Leadership Styles, Program Heads, Intervention Program
INTRODUCTION
Leadership within academic institutions plays a pivotal role in shaping faculty members' professional experiences and performance. In higher education, the leadership style adopted by program heads directly influences how teachers engage with their work, interact with students, and contribute to the overall academic environment. At PHINMA University of Iloilo, effective leadership is vital in ensuring that faculty members are guided, motivated, and supported in achieving the institution’s mission of academic excellence and student-centered learning.
Several leadership styles, such as authoritarian, transformational, democratic, transactional, and servant leadership, influence how faculty members define their roles, fulfill their responsibilities, and maintain their motivation.
Transformational leadership, for instance, encourages innovation and commitment by inspiring subordinates through shared vision, trust, and personal development (Widodo et al., 2021). Transactional leadership, on the other hand, focuses on structured supervision and clear expectations (Zhang et al., 2021). Meanwhile, servant leadership prioritizes empathy, collaboration, and service to others, emphasizing the growth and well-being of followers as a pathway to institutional success (Eva et al., 2020). These styles, when practiced effectively, shape the work climate and directly influence teacher satisfaction, collaboration, and productivity.
Within academic institutions, leadership exceeds administrative duties and functions as a relational and cultural force that shapes institutional norms and nurtures professional connections. Effective leadership nurtures a supportive organizational climate that encourages faculty engagement, stimulates creativity, and promotes mutual respect within the academic community. Conversely, ineffective or rigid leadership may lead to disengagement, low morale, and limited professional growth (Arokiasamy et al., 2022). Studies have shown that when academic leaders demonstrate fairness, inclusivity, and clear communication, faculty members tend to perform better and exhibit greater professional commitment (Hassan et al., 2023).
This study arises from the need to understand how leadership styles influence the professional lives of faculty members at PHINMA University of Iloilo. Faculty members work closely with program heads who oversee teaching performance, curriculum implementation, and departmental initiatives. Therefore, the leadership approaches adopted by these heads significantly affect faculty motivation, collegiality, and professional development.
By exploring the experiences of faculty members who have worked under specific program heads for at least one year, this study seeks to uncover how leadership practices manifest in daily academic life — particularly in areas such as communication, mentorship, decision-making, and feedback. The study includes four program heads from different departments, along with two faculty members from each, to gather rich qualitative insights into how leadership styles influence teaching practices, collaboration, and faculty satisfaction.
Ultimately, the goal of this study is to enrich the discourse about leadership in education by centering on the lived experiences of PHINMA University of Iloilo faculty members. Their perspectives provide valuable insights into what constitutes effective leadership within academic departments. The results of this research will serve as a foundation for designing an intervention program that enhances leadership competencies, strengthens professional relationships, and promotes a supportive organizational culture within the university.
see PDF attachment for more information