LEADERSHIP IN MULTICULTURAL EDUCATIONAL ORGANIZATIONS: THE CASE OF - - PowerPoint PPT Presentation

LEADERSHIP IN MULTICULTURAL EDUCATIONAL ORGANIZATIONS: THE CASE OF CENTRAL MINDANAO

• Ma. Elizabeth J. Macapagal

Ateneo de Manila University Maria Araceli Juliano Notre Dame University – Cotabato City

PAP Clark, Angeles City 15 September 2016

BACKGROUND OF THE STUDY

 Many educational institutions in Mindanao are

multi-ethnic comprised of Muslim, Christian, and Indigenous students and faculty

 Among the more challenging areas of a school

leader then is the delicate and emotion-laden issue of relations among different religious and ethnic groups.

 This study looks into the discourse of peace

education among school leaders in public and private schools in Central Mindanao

OBJECTIVES OF THIS RESEARCH

 To add to the scarce literature on leadership,

particularly in educational institutions with multicultural groups

 To discover how school leaders of multicultural

institutions deal with a context of diversity

 To learn about their experiences working with

multicultural groups and how they promote peace initiatives in their schools

METHODOLOGY

 Qualitative approach

 in-depth interviews were conducted  Interview schedule covering leadership

qualifications and character; experiences,

• bstacles/challenges encountered as leaders;

peace initiatives

 All respondents gave their informed consent

and were assured of confidentiality and anonymity

SAMPLE

 10 females and 5 males  mean age of 50 years old  4 Muslims, 1 Indigenous Person,

and 10 Christians

 Respondents are school leaders from public

and private schools in Maguindanao specifically from South Upi, Parang, and Cotabato City; and Sultan Kudarat mainly in Lebak and Kalamansig

STUDY SETTING

RESULTS

LEADERSHIP QUALIFICATIONS IN MULTICULTURAL EDUCATIONAL ORGANIZATIONS Themes

Meaning Gaining Experience from Previous Leadership Positions Respondents believed recommendations from higher authority (supervisors),and leadership experience as Teacher-in- charge helped them gain position as school head (Principal). Importance of Training and Work Ethic Many expressed that trainings, professionalization through higher academic degrees (Masteral/Doctoral), and work attitudes prepared them for the challenges in their organizations

EXPERIENCES ENCOUNTERED AS LEADERS IN MULTICULTURAL EDUCATIONAL ORGANIZATIONS

Them emes es Mea eani ning ng Harmonious Relationship with multicultural groups of faculty and students Culture and religion were not issues among faculty and students Supportive Community Parents, local organizations, and local government units are supportive of the school heads, and their programs especially for indigenous groups.

CHALLENGES ENCOUNTERED AS LEADERS

Themes mes Meaning ning

The Context of Poverty Students drop out of school especially those that belong to the Indigenous groups (Teduray, Manobo) because of early marriage. Students believe early marriage can help support their families financially. There were those who chose to work in the fields than enter school. Dominance of parents over leadership competence Parents ruled cases of their children over school

• policies. They recognized leader competence but

insisted on personal demands. Like issues on grades

• f their children, discipline done by teachers to their

children, etc. Conflict within groups and

• utside among students

Leaders shared students relate peacefully with each

• ther in school but they fight outside because of gang
• conflicts. There were instances of bullying within

groups and outside groups like a Manobo against a fellow Manobo, Christians fearful of Muslims, Manobo against Teduray,etc.

LEADERSHIP CHARACTER

Theme emes Meanin ning Equal treatment of Multicultural Groups Equal, no segregation, ‘pantay-pantay’, open to them,very peaceful multicultural relations. Students are made to play together, participate in all activities together including religious and socio-cultural activities; Students from different tribes compose a school Dance Troup (ALIWAN), participate together in all sports competitions, leadership trainings for all students, and a school council where all are represented including religious and civic sector representatives. Importance of Empathy Openness, having the heart for the minorities, Knowing where they (minorities) come from make leaders more understanding of their situations especially for the drop-outs Appealing to Social Identity Being a Muslim or an IP as a leader helps. Parents listen, and trust leaders of the same tribal affiliation as theirs.

PEACE INITIATIVES IN SCHOOLS

Themes mes Meaning ning

No Specific School Policies for Minority Groups Generally, leaders follow policies for all, no specific policies for the minorities but schools uphold the value of respect for

• thers, and ‘no discrimination’ policy. They follow

antibullying policies provided by the DepEd, and that the commission already provides curriculum specifically for the minorities including those from the National Commission for Indigenous People (NCIP). School programs Address Poverty Issues of multicultural groups They have Feeding programs, donations of school supplies, scholarships or sponsorships for the very poor, ‘Gulayan’ for the minorities including the teachers. No Specific Peace Programs in School Generally, leaders have not initiated any concrete program

• n peace but as described and exercised they believe their

programs are all in pursuit of peace for their communities

IMPLICATIONS

 Resolving conflicts among multicultural groups

in schools in Central Mindanao is not

• sufficient. Poverty issues have to be addressed

as well.

 Leadership in multicultural organization is built

• n character and empathy for both the majority

and minority groups not on religion nor cultural beliefs.

THEORETICAL IMPLICATIONS

 Results are consistent with the contact hypothesis

(Allport, 1954) – equal status relationships, having common goals, intergroup cooperation, support of institutions and personal interaction with outgroup members are important in dealing with intergroup conflict in schools

 Social identity theory (Tajfel, 1979) –identifying with

the same ethnic or religious group made it easier for the school leaders to deal with conflict issues

PRACTICAL IMPLICATIONS

 Special training and preparations specific to

heading a multicultural educational institution may be helpful for future school leaders

 School leaders must continue to seek the support

• f the parents and community in order for their

programs to succeed

 Perhaps multicultural schools can look into having

policies for minority groups and specific programs to promote peace

• LGUs , and partner educational institutions are

stronger partners in upholding programs for multicultural groups.

THANK YOU FOR LISTENING!