Case Study - Unfinished
CONFLICT MANAGEMENT: CHALLENGE TO ACADEMIC LEADERS
A CASE STUDY
In Partial Fulfilment of the Subject Requirement in
HUMAN BEHAVIOR IN ORGANIZATION
By
Anabel S. Sollano
Master of Arts in Education
Major in Educational Management
To
Dr. Nenita B. Rutaquio
Professor
Second Semester
A.Y. 2012-2013
Northern Quezon College, Inc
Graduate School
Copyright 2013 Anabel S. Sollano
All Rights Reserved
ACKNOWLEDGEMENT
I would like to thank my husband, Arvin, who always shared moments of deep reflection and analysis that on my own wouldn’t have been as meaningful or nearly as insightful. My wonderful and patient professor in the Graduate School of Northern Quezon College, Inc., Dr. Nenita B. Rutaquio, for her guidance and inspiration. For the only girl in my family who, without her, I would not be this happy, Vianna Ymaree. And finally, to my parents and brother who instilled in me a will to always persevere.
Anabel
INTRODUCTION
The demands upon the educational leadership of our times are quite different from and more exacting than those a century ago. The difference is the inevitable outcome of the ever-changing pattern of Philippine life of the society in this modern technology (Paloma, 2011).
It is a maxim of modern educational theory that the day of arbitrary, dictator leadership is over, but to replace such leadership with an effective democratic kind is not an easy task. The quality which makes leadership democratic is elusive – hard to define and harder to attain. It lies not only in actions but in attitudes. It is reflected not only in the leader’s outward behavior with people and in the group processes which he employs or encourages others to employ, but in the values which he holds for himself in his philosophy of life. The democratic leader must be, first of all, a thoroughly democratic person, cognizant of democratic ideals and consciously or unconsciously striving to advance them in his living (Verceles,
A CASE STUDY
In Partial Fulfilment of the Subject Requirement in
HUMAN BEHAVIOR IN ORGANIZATION
By
Anabel S. Sollano
Master of Arts in Education
Major in Educational Management
To
Dr. Nenita B. Rutaquio
Professor
Second Semester
A.Y. 2012-2013
Northern Quezon College, Inc
Graduate School
Copyright 2013 Anabel S. Sollano
All Rights Reserved
ACKNOWLEDGEMENT
I would like to thank my husband, Arvin, who always shared moments of deep reflection and analysis that on my own wouldn’t have been as meaningful or nearly as insightful. My wonderful and patient professor in the Graduate School of Northern Quezon College, Inc., Dr. Nenita B. Rutaquio, for her guidance and inspiration. For the only girl in my family who, without her, I would not be this happy, Vianna Ymaree. And finally, to my parents and brother who instilled in me a will to always persevere.
Anabel
INTRODUCTION
The demands upon the educational leadership of our times are quite different from and more exacting than those a century ago. The difference is the inevitable outcome of the ever-changing pattern of Philippine life of the society in this modern technology (Paloma, 2011).
It is a maxim of modern educational theory that the day of arbitrary, dictator leadership is over, but to replace such leadership with an effective democratic kind is not an easy task. The quality which makes leadership democratic is elusive – hard to define and harder to attain. It lies not only in actions but in attitudes. It is reflected not only in the leader’s outward behavior with people and in the group processes which he employs or encourages others to employ, but in the values which he holds for himself in his philosophy of life. The democratic leader must be, first of all, a thoroughly democratic person, cognizant of democratic ideals and consciously or unconsciously striving to advance them in his living (Verceles,