SITUATIONAL LEADERS IN SENIOR HIGH SCHOOL

_______________

A Thesis

Presented to

The Faculty of the

Graduate School

Cebu Normal University

Osmeña Boulevard, Cebu City

_______________

In Partial Fulfillment

of the Requirements for the

Theories and Principles of

Educational Leadership

_______________

MELYBETH R. BERIDO

ANGEL MAE PASCUAL

ARGIE O. SUELLO

CABRINA A. TORBESO

DECEMBER 2019
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the study

Leadership is a complex behavior reflecting the beliefs, personality,

experiences, work environment, and situational assessment of the leader, and

with its interdisciplinary foundations, it has been taken as a measurable

personal trait of a person who may be placed at positions matching with the

level of such trait (Zaccaro, 2007). Depending upon the nature, complexity, and

urgency of the situation i.e. the situational leadership (Grady, 2010), a leader

may exhibit the same or different behaviors i.e. the styles (Hersey, 1997; Bass,

1985) the assessment of which seems to be more appropriate to the particular

situation of respondents (Hersey & Blanchard, 1988). It means that, the

situational leadership is concerned with the role of followers (Grady, 2010) at a

given developmental level to work in a specific environment (O’Hair & Odell,

1995). Based on the ability of a leader to change the behavior of his followers,

Paul Hersey and Ken Blanchard developed a situational model in 1969.

According to them, successful leadership lies in selecting the most suitable

leadership style based on the followers’ readiness level (Hersey & Blanchard,

1977).

Having a competent and well-performing situational leader in today’s

competitive world is one of the most important resources in any school. There

are different ways like seminars and other trainings that can hasten the skills of

a leader. It is attended by different leaders to become expert on their craft. On

the contrary, based on experiences of the researcher, it seemed that the

momentum easily stops along the way. There should be continuous monitoring

and feedback in order to sustain the momentum and improve their professional

growth (Kettner, 2017). Various theories of leadership were found throughout

the literature.

Since the 1980s, work-based mentoring and coaching have enjoyed a

meteoric rise in many parts of the world (Wang and Odell, 2002; Tomlinson et

al., 2010). Evidence suggests that mentoring and coaching are amongst the

most effective means of supporting the professional development of teachers,

though in practice the quality of mentoring and coaching is extremely variable

(Hobson et al., 2009a). Whilst much research has been carried out on school-

based mentoring, a relatively small amount of research exists on institution-

based mentoring in the Further Education and Skills (FE) sector, though again

this suggests that mentoring – and other opportunities intending to support the

professional learning and development (PLD) of teachers/lecturers – are of

variable quality (Oti, 2012; Swain and Conlan, 2012; Maxwell, 2014).

For the moment, both organization for Economic Cooperation and

Development (OECD) Report 2015 and World development Report 2018

clearly show that poor management leads to poor teaching and poor student

performances due to unskilled teachers and lack of mentoring by leaders. Some

leaders are having a hard time in deciding what strategy they should do in a

certain situation.

As what Former secretary of Department of Education Armin Luistro

mentioned that our country has been declining continuously due to poor quality

teachers and poor management. In such case, leaders should know how to act

to certain problems and assess their teachers according to their strength and
weaknesses. Based on personal account, it is important to have proper

mentoring strategies of leaders that will also cater the need of the teachers and

the students. It is hard to do things on your own. The researchers see there is

a need for leaders to learn how to assess and act to certain situation. The

researchers believe that it is not only cost-effective but also a non-threatening

way of communication between the mentor and the mentee which will help in

establishing good results. Thus, this prompted the researcher to undertake this

study to help situational leaders and teachers not just to have self-reflection but

also examine how they can improve in order to become effective and efficient

situational leaders.

Theoretical Background

Leadership is the art and science of inspiring and enabling others to

accomplish shared dreams. Many leadership theories were developed and

studied during the last century, but no single approach to leadership has been

identified as the best method for all situations. The fundamentals of leadership,

motivating and directing a group to achieve a common goal, have changed very

little over time; but the context of leadership, the complexity of, and diversity

within organizations, and societal values, have each evolved greatly over the

last one hundred years. Due to innate flexibility, the strengths of Situational

Leadership far outweigh the theory’s shortcomings. Situational leadership is

applicable at both micro and macro scales, appropriate for simple or complex

tasks and adaptable for followers of all developmental levels (Thomas and

Bainbridge). Leadership is contextual and Situational Leadership Theory is

timeless because it addresses both the changing complexity of the tasks, and
the changing abilities of the followers, as they move together toward goal

attainment.

Evolution of Situational Leadership Theory

Situational Leadership Theory (Hersey & Blanchard,1977; hereafter

SLT) first appeared in Training and Development Journal as the Life Cycle of

Leadership (Hersey & Blanchard, 1969). Since its inception in 1969, the model

has undergone a number of cosmetic and substantive changes which

Blanchard, Zigarmi, and Nelson (1993) refer to as "revisions that have since

improved the model." To date, most discussions of the theoretical foundations

and concepts employed in the SLT (e.g., Graeff,1983) or empirical

investigations designed to test the propositions suggested by the theory (Blank,

Weitzel, & Green, 1990; Goodson, McGee, & Cashman, 1989; Vecchio, 1987)

focused on pre-1985 versions of the theory. Blanchard and his colleagues

(Blanchard, Zigarmi, & Zigarmi, 1985; Carew, Parisi-Carew, & Blanchard, 1986;

Hersey & Blanchard, 1988, 1993) offer major revisions of the model in

Situational Leadership II. Since it is not only a popular theory (Johansen, 1990),

but one of the most widely known (Sashkin, 1982; Vecchio, 1987), most widely

used (Randolph & Blackburn, 1989), or most popular leadership models

employed in industry (Hersey, Angelini, & Carakushansky, 1982) over the past

25+ years.

In the 1977 presentation of SLT, Hersey and Blanchard provide the most

explicit description of the theoretical foundations for the original version of their

model. In a section of the book entitled, "Explaining Situational Leadership

Theory," Hersey and Blanchard cite conclusions of Korman (1966) as a basis

for their theory, and they argue that Korman suggests the possibility of a

curvilinear relationship rather than a simple linear relationship between initiating

structure and consideration and other variables. They state that SLT is based

on a curvilinear relationship between task behaviour and relationship behaviour

and maturity. In relation to their statement, Graeff (1981, p. 204) notes the

central role of the diagnostic curve in the prescriptive model of SLT, and he

identifies an internal consistency problem associated with the hypothesized

relationship between task behaviour and maturity. Graeff (1981) argues that

this internal consistency problem with the theory is exacerbated by conceptual

ambiguity associated with the task-relevant maturity concept as it is used in the

normative model. He cites other problems including an overemphasis on ability

as the performance determinant given greater importance in the theory,

difficulties with the relationships-behaviour variable as it is operationalized in

the model, inconsistent or contradictory arguments about the relationship

between participative decision-making and maturity, and shortcomings

regarding the progression-regression, reinforcement cycles advocated in the

model.

In the next edition of their book, Hersey and Blanchard (1982, pp. 149-

173) enact important changes in the presentation of their theory. One change

pertains to the theoretical status and foundations of SLT; Hersey and Blanchard

made the theoretical explanation for the relationships among key variables in

the model more ambiguous. In place of the 1977 statement that SLT "is based

on a curvilinear relationship between task behavior and relationship behavior

and maturity" (Hersey & Blanchard, 1977, p. 160), they cite Korman's

conclusion and posit that Situational Leadership (the word theory was deleted)
"has identified such a curvilinear relationship" (Hersey & Blanchard, 1982, p.

150). The second major change pertains to the problem of conceptual

ambiguity associated with the concept of task-relevant maturity that was

identified by Graeff (198 1, p. 204). In place of a model depicting a single-

continuum, global indicator of subordinate maturity, subsuming both ability and

willingness on the horizontal axis (Hersey & Blanchard, 1977, p. 164), they

present a model with multiple continua (Hersey & Blanchard, 1982, p. 161) that

displays both ability or "job maturity" and willingness or "psychological maturity"

as separate components of maturity. As their 1982 presentation (Hersey &

Blanchard, 1982, p. 161) of SLT reveals, both ability and willingness are

described, individually, in linear fashion. Ability is argued to progress from a

little, to some, to quite a bit, to a great deal through the four levels of increasing

subordinate maturity, respectively. If the more ambiguous 1982 theoretical

foundation of SLT, identified above, still postulates a curvilinear relationship

between maturity and task behaviour on the part of the leader, then the more

explicit operational definition of maturity, involving multiple continua, leaves the

internal consistency problem, identified as a direct, inverse relationship

between maturity and task behaviour (Graeff, 198 1 , p. 204), intact.

In addition, the 1982 model lacks theoretical or logical justification for the

way the components of maturity combine in the center (M-2 and M-3) levels of

maturity. And finally, the revised, 1982 version appears to be logically

inconsistent when it advocates a "selling" leadership style (Hersey & Blanchard

1982, p.152), for an M-2 maturity level where the subordinate(s) are,

according to Hersey and Blanchard (1982, p. 153), "unable but willing

(emphasis added) to take responsibility" since they "are confident but lack skills
at this time." It could be argued that advocating high relationships behavior "to

reinforce their willingness and enthusiasm" is an inefficient use of the leader's

time. In other words, why should the leader spend a lot of time "selling," or

persuading or convincing a person or persons "to buy into desired behaviours"

who are, according to Hersey and Blanchard (1982, p. 153), "confident,

enthusiastic" and "willing."

SITUATIONAL LEADERSHIP II: THE SECOND GENERATION

The next changes in the Situational Leadership Theory occurred when

Blanchard et al. (1985) presented the Situational Leadership II model that was

later appliedto groups (Carew et al., 1986). The changes, presented in their

1985 book entitled Leadership and The One Minute Manager, were both

cosmetic and substantive in nature. The cosmetic changes involved

alteration of the labels associated with virtually all of the major variables in the

model. Chief among the changes was renaming of task-relevant maturity as the

"development level" of the follower(s) and, in turn,the two components of

maturity/development were renamed as commitment and competence in place

of the original labels of willingness and ability. Another change in terms used in

the model-included substitution of the path-goal leadership expressions of

leader-directive-behaviour and leader-supportive-behaviour (House, 1971)

for the expressions leader task behaviour and leader relationship behaviour,

respectively. The "prescriptive curve" (Hersey & Blanchard, .1982) was

relabeled the "performance curve" (Blanchard et a1., 1985) or the "leadership

style curve" (Carew et al., 1986). Finally, they also relabelled the four leadership
styles of telling-selling-participating and delegating as directing-coaching-

supporting and delegating.

And while Blanchard and his coauthors offered no explanation for

renaming virtually every variable in the model, Randolph and Blackburn (1989)

indicate that the changes in the terms depicting categories of leader behaviour

(directive and supportive) and the four leadership styles (directing,

coaching, supporting, and delegating) reflect the choice of expressions that are,

as they say, "less evaluative." Randolph and Blackburn (1989, p. 322) seem to

be speculating that Blanchard and his associates have opted for more

emotionally neutral, descriptive terms. However, the discussion, of leader

directive behaviour and the directing leadership style, by Blanchard et al. (1985)

suggests quite the opposite. Speaking through the fictional characters of an

entrepreneur and the one-minute manager, they note that "directive behaviour

seems to be related to autocratic leadership" (Blanchard et al., 1985, p.

31) and that "there are several situations" where an autocratic-directing

style would be appropriate (Blanchard et a1., 1985, p. 36).

Expressions and words associated with the meaning of the word

autocratic, as presented in The Random House Collegiate Dictionary (1975),

include: "like an autocrat," "tyrannical," "despotic," or "domineering." These

expressions are all considerably less than emotionally neutral in their meaning.

The more important changes presented in SLII, according to

Randolph and Blackburn (1989), involve conceptual definitions of key

variables in the model. The conceptual definition of follower-development

level, previously labeled follower maturity level, is argued to be a function

of follower competence and commitment instead of follower ableness and

willingness. Implying that the new definition of development is broader than the

old definition of maturity, Blanchard et al. (1985, p. 49) say "competence

is a function of knowledge and skills gained from education, training, and/or

experience," and that competence is not just another word for ability.

Unfortunately, this assertion might be considered logically inconsistent since

it is inconsistent with common usage of the words competence and ability.

In the revised Random House College Dictionary (1975) the synonym

section of the definition of competence says "see able" and the synonym

section of the definition of the word able lists competence. The SLIIT

theorists further suggest, based on alleged common usage, that the word

ability means a person's "potential," a concept that is usually referred to

as aptitude. Nevertheless, since aptitude is usually converted to ability via

education, training and/or experience (the determinants of competence in SLII,

it could be argued that the new definition of competence is very similar to, or

identical with, the old definition of ability. Finally, since Blanchard et al. (1985)

say ability means potential (a presumed synonym with aptitude) and that

ability/ aptitude is converted to competence via learning (education, training

and experience), the new conceptual definition of a key component of

follower development-

competence appears to add as much, or more, confusion or ambiguity to the

model as insight.

The aforementioned theories were used as bases for the present study

which attempted to discover the situational leadership practices of the selected

situational leaders.
Theoretical Framework

A theory is a well-founded statement or set of ideas that explains

observed facts or phenomena. Some theories helped the researchers in

conducting this study in a way that they explain essential ideas relating to the

research. This study was anchored mainly on the Situational Leadership Theory

of Kenneth Blanchard and Paul Hersey.

Figure 1 is shows the schematic diagram of the research work.

Respondents will describe their leadership styles and practices that they

applied in the school. The schools being included in the study are only selected

private schools within Cebu City Area only. These leadership styles and

practices of both situational leaders and teachers being described are the

independent variables.

After describing their styles and practices, researchers will be able to

compare the similarities and differences between them, so these variables can

be considered as the dependent variables. Comparing and contrasting the

practices are dependent enough on how the respondents will answer the

questionnaires.

Finally, the researchers can identify the best practices being applied

within the school premises and find out the challenges that the situational

leaders are facing.

The schema illustrates how situational leadership is being applied in the

school. And a Situational Leadership will then be made after best practices and

challenges are being identified.

 Leadership
Leadership
Practices
Practices
of
of
Situational Leaders
Teachers

Similarities
and
Differences
Of Leadership
Styles

BEST LEADERSHIP CHALLENGES

STYLES AND IN LEADERSHIP
PRACTICES PRACTICES AND
STYLES

SITUATIONAL LEADERSHIP MODULE

FIGURE 1. Schematic Diagram of the Theoretical Framework of the StudY

Statement of the Problem

This study aimed to explore the Situational Leadership practices of the

selected situational leaders among the selected private schools within Cebu

City for the school year 2019-2020.

Specifically, this study also sought to:

1. Describe the situational leadership practices of the selected situational

leaders;

2. Compare the different similarities and differences of leadership styles

and practices of situational leaders as to;

2.1. Planning Phase

2.2. Reflection Phase

2.3. Problem-Solving Phase

3. Find out the best practices and challenges of the situational leaders in

using leadership styles and practices;

4. Develop a Situational Leadership module for situational leaders.

Significance of the Study

This study aims to serve as an eye-opener to the situational leader in

terms of leadership styles and practices relative to the challenges that may

impede them in doing their tasks. Furthermore, it may also provide information

to the local and national policymakers like the Department of Education to look

into the results of this study. Thus, it may introduce the Situational Leadership

module for situational leaders to other scholars during their in-service training

to become professionally effective and efficient to enhance quality teaching and

learning that will affect the whole school community positively. Thus, this study
is vital for effective educational management that makes situational leaders

capable of creating a suitable learning environment for better coaching that

leads to better performance.

Definition of Terms

For a better understanding of the study, the following terms are defined

operationally in this research.

Curvilinear Relationship. It is a type of relationship between two variables

where as one increases, so does the other variable, but only up to a certain

point, after which, as one variable continues to increase, the other decreases.

Maturity. It is defined in Situational Leadership theory as the capacity to set

high but attainable goals (achievement-motivation), willingness and ability to

take responsibility, and education and/or experience of an individual or a group.

Relationship behaviour. The leader engages in two-way or multiway

communication in which both parties involved transmit information.

Situational Leadership Theory. A theory that has been developed and studied

by Kenneth Blanchard and Paul Hersey. It refers to when the leader or manager

of an organization must adjust his style to fit the development level of the

followers he is trying to influence.

Task behaviour. The leader engages in one-way communication in which the

information is transferred from the sender to the receiver without any

opportunity for the receiver to give feedback to the sender.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents relevant literature and studies on Situational

Leadership done on the previous researchers that provide the necessary

background for the purpose of this research.

Leadership is a subject that has long excited interest among people. The

term connotes a lot of definition throughout the history. Researchers like

Hughes, Curphy and Ginnett (2008) said that leadership is a necessity for every

action in an organization. Hersey and Blanchard (2001) said that a good

leadership is going to influence employees positively and will let them work hard

to achieve organizational goals. Beach (1985) said that leadership is helpful in

making employees act in a direction that serves organizational goals.

RELATED LITERATURE

The human history has seen leaders who have had the ability to adjust

to different situations, changing their management style along the way. Dwight

D. Eisenhower during World War II is often used as an example, together with

General George Patton, whose leadership style we’ll discuss in detail in the

final section.

In 1969, Blanchard and Hersey published a book Management of

Organizational Behaviour, which developed the theory of situational

leadership. When the theory was first introduced, it was called the Life Cycle

Theory of Leadership. Around mid-1970s, the theory began to be known as

Situational Leadership. The strength of the theory is evident in the fact that the

book is already on its ninth edition.

 In the book, Blanchard and Hersey’s central argument regarding

leadership was that there isn’t a single factor indicating how you should decide

what the correct style of leadership is in any given situation. Instead, leadership

is determined by the leader’s personal characteristics, the characteristics of his

or her subordinates and the situation where leadership is taking place. This

means there essentially isn’t a ‘best’ style to lead independent of the situation

at hand. Both men continued developing the theory further, until late-1970s and

early 1980s when they decided to branch out and publish their own take on the

developed idea.

Blanchard published One-Minute Manager in 1982, with the book

becoming an international bestseller. The book has been translated into 37

languages and Blanchard published an updated version of the book in 2015. In

the original book, Blanchard tells a story of a young manager who faces multiple

different decisions and meets with several different management styles. The

book continues with the idea that management must adapt to the situation at

hand without overlooking the wellbeing of the people the leader is managing.

In essence, the book tells leaders to find a balance between operational goals

and personal wellbeing.

Paul Hersey also developed his thoughts around situational leadership

further and published a book The Situational Leader (Hersey, P. (1985): The

Situational Leader, New York, NY: Warner Books). Prior to developing

situational leadership with Blanchard, Hersey had also set up The Center for

Leadership Studies, which afterwards began providing training in situational

leadership to individuals and companies. As well as Blanchard and Hersey

adding to the theory with their respective books and essays on leadership and
management, other theorists and thinkers have been adding their own thoughts

to the situational leadership model. Blanchard has collaborated with writers

such as Patricia and Drea Zigarmi, Spencer Johnson and Mark Miller, for

example.

Perhaps among the most vocal situational leadership theorists has been

Daniel Goleman. In his article Leadership That Gets Results, he points out

that leadership isn’t often effective if the same approach is applied in all

situations. As we’ll see below, Hersey and Blanchard’s approach identifies four

core leadership styles, but Goleman expands these styles further and lists six

leadership styles.

According to Goleman, situational leadership and situational leaders

should implement these six specific leadership styles:

 Coaching leadership – where the focus is on individual’s personal

development and job-specific skills.

 Pacesetting leadership – where leaders need to present high

expectations to their subordinates.

 Democratic leadership – where subordinates are nearly equal to the

leader in terms of decision-making.

 Affiliate leadership – where the subordinate comes first in all

situations.

 Authoritative leadership – where leaders take charge in identification

and analysis of problems, but also allow subordinates to participate.

 Coercive leadership – where leaders simply tell subordinates what to

do and how to do it.

 One his website’s FAQ section, Goleman states, “Leadership is

influencing people to take action” and that “it’s highly situational: anyone might

step forward to lead, given the right circumstances”. Goleman’s theory about

situational leadership is at the core of its rather similar to the original theory

developed by Hersey and Blanchard. Where the two situational models start

differing is in Goleman’s model emphasizing the underlying importance of

emotional intelligence. Goleman believes a good situational leader must have

the emotional intelligence to understand what approach fits the situation,

instead of just analyzing the readiness level of the subordinate and the task at

hand.

On the other hand, Situational Leadership define as a leadership theory

that merges both directive and supportive dimensions, and each of these

dimensions is to be applied correctly on a given situation. Leaders operating

under the Situational Leadership theory must assess their employees through

evaluating their commitment to accomplish a certain task. Situational

leadership means that leaders must change the degree of supportiveness and

directness to their employee according to the given situation of subordinates

and their level of motivation. This type of leadership demand that leaders vary

their behavior and leadership style according to their subordinate’s

commitment. (Kindle, 2009)

Situational leadership is the mixture task behavior, worker commitment

and relation behavior. Studies show that the success of situational leadership

style is related to the combination of these three components must happen; it

allows openness between leaders and members in addition to ensure an

independence and competence in employee’s decision. A situational leader

tries to discover the characteristics of his/her follower to know which leadership

style to use with him/her. (Farmer, 2012) Moreover, situational leaders are

known for giving appropriate guidance and task support for their subordinates

to accomplish the desired goals successfully. This type of leader must also

handle problems innovatively and quickly to overcome them. This, according to

studies, is highly correlated with the improvement of employee’s productivity.

(Cnaff & Wright, 2013)

This was being agreed by David Wyld (2010) by saying, ‘Situational

Leadership brings attention to the role of the follower’. He added that this

leadership is about being flexible and using the needed leadership style to

nurse a given development level of a follower to be successful in each working

environment.

As of the leadership Journal (2009), ‘the theory of situational leadership

asserts that no one style of leadership pertains to all given workplace

situations’. This means that, the leadership style changes according to the

followers’ knowledge and skills in each task. And using a situational leadership

model, a leader should be able to place less or more emphasis on the task, and

more or less emphasis on the relationship with the people he is leading,

depending on what is needed to get the job done successfully.

The purpose of situational leadership is to help the followers to develop

competence and commitment to the task given, teaching them how to provide

their own direction. Situational leadership creates an open communication at

workplace and develops self-reliance to the followers. ‘In a working

environment, leadership becomes the ability to influence and motivate followers

to contribute towards organizational goals’ (House, 2004). Meaning to say,

effective leaders should be able to develop their followers over time so they can

reach their highest level of performance on specific goal or task. This

development helps the followers to become self-motivated and self-directed.

Leaders should be able to make an over view of their followers to know what to

improve and how, check their work to see the level of knowledge and skill they

have on each given task. This way the leader will know what kind of leadership

style to imply. Discussion with the followers is important so they may know what

is required from their part after making a joint agreement of the leadership style

according to the followers’ development level. As a leader follow-up are

significant, only this way can a leader know the level of skill and knowledge a

follower has on that assigned task.

RELATED STUDIES

Up until the early 1990s there was no general agreement regarding the

number of studies on Situational Leadership Theory that had been conducted

or about the legitimacy of the theory. Vecchio (1987) said examinations of

Situational Leadership’s theoretical and empirical soundness were rare, and a

few years down the line Blank et al. (1990) said that Situational Leadership

Theory had only gotten limited attention at the time.

In 1993 though, Blanchard et al. (1993) claimed that more than fifty

scholarly papers had been written. Most of these papers however, where

unpublished doctoral dissertations that some say had “limited value.” Blanchard

et al. (1993) noted that they “wish there were more research studies besides

dissertations being conducted on the model.” They conducted a literature

review and concluded that there at best five published empirical studies on
Situational Leadership Theory that provide any support for the validity of the

theory. Hambleton and Gumpert (1982) used an abridged version of the LEAD

instrument to test the validity of Situational Leadership Theory and they came

to a conclusion that there is evidence for the validity of the model but "no definite

causal relationship could be established, because of research design

constraints. Hambleton and Gumpert (1982) “A subsequent study by Vecchio

(1987) point out methodological discrepancies in the Hambleton and Gumpert

study. Vecchio„s study got mixed outcomes while trying to validate Situational

Leadership Theory. Vecchio (1987) found evidence supporting the theory in

employees with "low maturity" but varied support for the two levels of "moderate

maturity," and no theoretical support for the expectations of employees with

"high maturity."

Another study by Norris and Vecchio (1992) resulted in similar

conclusions to Vecchio‟s first study. Other studies during this time failed to

provide any evidence for the strength of Situational Leadership Theory.

Goodson et al. (1989) conducted a study aimed at testing predictions about the

least favorable leadership styles for each level of readiness, but no support was

found that aligned with the predictions of Situational Leadership Theory. Blank

et al. (1990) failed to find support for some of the more complex predictions of

the theory. Overall, there appeared to be very weak support for Journal of

Social Economics Research, 2015, 2(1): 10-30 14 © 2015 Conscientia Beam.

All Rights Reserved the validity of Situational Leadership Theory during this

period. Besides the frequent relabeling of important ideas in various versions

of the theory, the key problem challenging all of the versions was lack of a

rigorous theoretical basis and clear rationale of the conceptualized

relationships between variables in the model. This lack of evidence could be

why Hersey and his colleagues (Yukl, 1981) subsequently chose to label their

Situational Leadership approach as "a practical model that can be used by

managers, salespersons, teachers or parents" instead of a theory. However, it

is hard to accept this disclaimer because of their explanation of relationships

between variables in the model through the lens of a theory. Consistency

problems are what weaken all versions of Situational Leadership.

Practitioners or scholars who try to apply the recommendations of

Situational Leadership in the work place might notice contradictory guidelines

for principally the same situation, depending on which version specifically of the

mentioned model she is referring to. The authors of Situational Leadership had

clearly taken note of the ambiguity and confusion caused by multiple versions

of Situational Leadership Theory.

According to Blanchard et al. (1993), to understand the trends in

Situation Leadership research, one must know that changes in the model and

the tools used to study the model have been made over time and that these

variations in the model have the potential to cause confusion and inconclusive

results in studies. Blank et al. (1990) and Johanson (1990) make references to

studies that made use of the LEAD Self instrument to come to conclusions

about Situational Leadership Theory, but Blanchard et al. (1993) points out

weaknesses of the LEAD instrument and says these faults “have been known

for some time." They also point out that Blank et al. (1990), Johanson (1990),

and others tend to refer to Situational Leadership and Situational Leadership II

as the same, which is confusing. Blanchard and his colleagues‟ argument about

ambiguity caused by researchers‟ failure to properly identify changes and/or

differences between Situational Leadership and Situational Leadership II also

needs to be examined. For instance, the work done by Blank et al. (1990) refers

to just one single study, conducted by Hambleton and Gumpert (1982) that

utilized the LEAD instrument.

Blanchard et al. (1993) suggest that researchers are mainly accountable

for the confusion because they, deliberately or inadvertently, test the incorrect

model using the LEAD instrument, which according to Blanchard et al. (1993)

had many weaknesses. It can be said that Blanchard and his associates in this

field are partly responsible for this confusion due to the multiple revisions. In

1985, Blanchard et al. presented a revised version of Situational Leadership

Theory called Situational Leadership II in their book titled Leadership and The

One Minute Manager. A year later Carew et al. (1986) (as cited by Graeff

(2002)) used the Situational Leadership II model in their article published in the

Training and Development Journal saying that the reason they used Situational

Leadership II was “because it includes the latest thinking of the original

approach's developers."

A couple of years later, Hersey and Blanchard (1988) as cited by Hersey

et al. (2001), presented modifications to their Situational Leadership model in

the fifth edition of Management of Organization Behavior. An evaluation of their

1988 book exposes theoretical arguments and labels that are significantly

altered from, and even conflict with, the ones outlining the Situational

Leadership II model the way it was Journal of Social Economics Research,

2015, 2(1): 10-30 15 © 2015 Conscientia Beam. All Rights Reserved described

by Blanchard et al. (1985) . Apart from some cosmetic changes in labels, the

1988 version of Situational Leadership Theory is quite similar the 1982 version.
 CHAPTER 3

RESEARCH METHODOLOGIES

This chapter provides information on the participants that was based on

the selection criteria, who the participants were and how sampling was done in

the study. The researchers described the research design that was chosen for

the purpose of this study. The researchers discussed the methods used to

analyze the data. Ethical issues were also discussed in this chapter.

Research Design

This study utilized a qualitative descriptive research design which

examines a phenomenon in its natural state (Sandelowski, 2000). The

researcher identified the events or experiences as described by the participants

in the study to develop patterns and relationships of meaning (Creswell, 2017).

It gives a comprehensive summary of the events or experiences of the

participants in this study (Lambert and Lambert, 2012) of the date that were

collected through semi-structured in-depth interviews to these three groups of

participants as to the situational leaders’ mentoring practices. Data were

analyzed by themes and concepts through descriptions given by the

participants and were reported using the language well. This qualitative

research employed the use of content analysis to present the data and

information gathered. Content analysis determine the presence of certain

words, themes, or concepts within some given qualitative data (Braun & Clark,

2013). Aside from individual interviews, focus group discussions were also

done with a group of teachers to have a chance to talk and gather information

for validation and profoundness of the study.

Research Environment

There were five senior high schools utilized in the study based on some

selection criteria. All of these schools were private schools within Cebu City.

The locations of these schools were considered also for the practical

convenience of the researchers to conduct the study. The five situational

leaders were beyond 10 years of administrative experiences. In addition, these

schools all have good academic performance which can be seen through the

results of National Achievement Test and in some competitions in academic

contests like Science and Mathematics Quiz Bowl and Division/National

Schools Press Conference. These five schools have a teacher-student ratio of

1:40 (one teacher per 40 students) which were all manageable to handle.

Research Participants

There were 50 participants in this study: 5 were situational leaders, and

45 were both the novice and experienced teachers at the senior high level. The

teachers served as the subjects of the study and the teachers were interviewed

individually. Moreover, these teachers were involved in the focus group

discussion wherein the researchers had to check and find out the mentoring

strategies and practices of the situational leaders.

Research Instruments

The main instrument of this study were the researchers themselves

since this highlighted the crucial role of the researchers during interviews and

interpretative process with the use of guide questions (Polit and Beck, 2008).

Interviews were semi-structured given to both situational leaders and teachers

as subjects in the focus group discussions. This served as a way to crosscheck

the trustworthiness of the information as used in the study. This ensures the

accuracy by obtaining vast information from different perspectives of the

participants.

Sampling Techniques

The researchers employed purposive sampling techniques to obtain

broad insights and rich information (Sandelowski, 2000). These purposive

sampling techniques were chosen based on the selection criteria mentioned in

the research environment. Purposive sampling, also known as selective,

judgmental or subjective sampling, is widely used in the qualitative research

design for identifying and selecting the participants in this study with the use of

limited resources (Etikan et al., 2015). In addition, the researchers were the

ones who identified and selected the participants who can and are willing to

provide the information by the virtue of knowledge or experience in order to

ensure fairly equal representation of the participants in this study (Etikan et al.,

2015).

Data Collection Procedure

The researchers asked permission from the principals of the selected

private schools to conduct interviews to their teachers. Then, when permission

was granted and secured from the schools, a copy of the approval letter was

given to the researchers. Afterwards, the researchers set an appointment with

the situational leaders based on the availability of the participants. On-site

interviews were the main data collection in this study and were conducted
based on the interview guide questions listed in the appendices. To facilitate

qualitative research rigor, there many times that additional or follow-up

questions were also asked in order to get more in-depth information and they

were given the freedom to talk about it comfortably.

Data Analysis Plan/ Statistical Analysis of Data

Data were analyzed based on its content which is the primary strategy

for the data analysis (Sandelowski, 2000). These approaches allowed the

researchers to stay close with the data that may come up with low-inference

interpretation that makes the different researchers to agree more readily on the

same findings even if they do not choose to present the findings in the same

way (Kim & Bradway, 2017). The findings in this qualitative descriptive study

are expected to be a comprehensive summary with straightforward and

accurate details of the data collected (Kim & Bradway, 2017) and must be

presented in a way that readers can understand. All information gathered were

based on interviews which were audio-recorded, transcribed, and coded for

content and thematic analysis.

Ethical Consideration

Ethical considerations are critical in research to promote knowledge,

truthfulness, and avoidance of errors in the study. The researchers were guided

by the ethical principles in order to conduct high-quality research.

The participants were rest assured that all their responses in the

interviews were kept with confidentiality. Code names/numbers for each

participant were used on all research notes and documents. Interview

transcriptions or any other identifying participant information will be placed in a

locked file cabinet in the personal possession of one of the researchers.

Interviews were audio-taped, however, it would be deleted right after

conducting the study.

Each participant was asked to take part in this research study. Before

deciding to participate, the researchers explained the informed consent and the

importance of understanding this research and what it would involve. Each

participant was given a few minutes to read the information carefully and may

ask questions if there is anything that concerns them. The purpose of this study

was to identify the situational leaders’ coaching strategies, their best practices

and challenges in order to improve professional growth and development of

these situational leaders and teachers. Each participant was interviewed for at

least 30 minutes. All of the gathered data are treated with utmost confidentiality.
 BIBLIOGRAPHY
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Row, 1954); Maslow, The Farther Reaches of Human Nature (New

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Creswell, J.W., & Creswell J.D. (2017). Research design: Qualitative,

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Chris Argyris. Management and Organizational Development: The Path from

XA to YB (New York: McGraw-Hill, 1971); Argyris, Interpersonal

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David C. McClelland, John W. Atkinson, R.A. Clark and E.L. Lowell. The

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Douglas McGregor. The Human Side of Enterprise (New York: McGraw-Hill,

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Elton Mayo. The Social Problems of an Industrial Civilization (Boston: Harvard

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Frederick W. Taylor. The Principles of Scientific Management (New York:

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One Minute Manager: Increasing Effectiveness Through Situational

Leadership (New York: Morrow, 1985).

Paul, Hersey, Kenneth H. Blanchard and Dewey Johnson. Management of

Organizational Behavior: Leading Human Resources, 8th edition

(Englewood Cliffs, NJ: Prentice Hall, 2001).

Robert R. Blake and Jane S. Mouton. The Managerial Grid: Key Orientations

For Achieving Results Through People, 3rd edition (Houston, TX: Gulf

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Robert Tannenbaum and Warren Schmidt. How to Choose a Leadership

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William Reddin, The 3-D Management Style Theory (Training and

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McGraw-Hill, 1970).

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C. Polit, D. F., & Beck C. T. (2008). Nursing research: Generating and

assessing evidence for nursing practice. Lippincott and Williams

D. Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research:

An acceptable design. Pacific Rim International Journal of Nursing

Research, 16(4), 255-256.

Kenneth H. Blanchard and Paul Hersey. Life Cycle Theory of Leadership

(Training and Development Magazine, January 1996).

Palestini, R. (2009). From Leadership Theory to Practice: A Gameplan for

Success as a Leader. Plymouth, UK: Rowman and Littlefield

Education.

The Ken Blanchard Companies. Situational Leadership and Situational

Leadership II-A Comparative Framework (July 13, 2010).

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Bonesteel, M. (2016, November 1). Nick Saban almost coached the Giants,

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lead/wp/2016/11/01/nick-saban-almost-coached-the-giants-says-tom-

arnold-and-another-bizarre-nfl-source/

Dems, K. (2010, December 31). A Look at the Situational Leadership Model.

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 APPENDIX C
Interview Guide for Instructional Leaders

1. How many years have you been as an instructional leader? ____________

2. How many years did you spend as a subject teacher before you became a
situational leader? ____________
3. Have you been trained on how to carry instructional supervision?
Yes ( ) No ( )
If yes, how were you trained or mentored and how long was it?
______________________________________________________________
4. How often do you do classroom observation? _______________
How do you provide feedback to the teachers after observation?
______________________________________________________________
5. How often do you inspect teacher’s lesson plans? ___________
What is your way of checking lesson plans?
______________________________________________________________
6. Based on the results of the students’ diagnostic tests, how do you discuss
them with your teachers?
______________________________________________________________
7. What have you found to be the greatest obstacles in reaching your goal of
increasing students’ achievement? Have you talked about these with your
teachers?
______________________________________________________________
______________________________________________________________
8. What are some of the situational supervisory challenges or difficulties have
you encountered with the teachers? How did you address them?
______________________________________________________________
______________________________________________________________
9. In mentoring your teacher, how do you start your planning conversation
about?
 the clarity of goals?
 the success indicators of the lesson/test/performance task?
 the teaching strategies or approaches?
 the personal learning focus/professional growth development?
10. In mentoring you teacher, how do you show your teacher the reflective
thinking about…
 the impression of his/her class?
 the causal factors (both positive and negative effects/results)?
 the new ideas or learning gained and its application?
11. In mentoring your teacher, how do you converse with you teacher in the
area of the problem-solving phase to…
 see the issues better?
 identify possible options?
 articulate what he/she wants to see the outcomes?
12. How do you celebrate success of the teachers and how do you address
the weaknesses of teachers?
______________________________________________________________
______________________________________________________________
 APPENDIX C
Interview Guide for Teachers

1. How many years have you been as a subject teacher? ________________

2. How many years have you been working with your situational leader?
____________
3. Have you been trained on how to carry out your tasks? Yes ( ) No ( )
If yes, how were you trained or mentored and how long was it?
______________________________________________________________
4. How often does your situational leader do classroom observation? _______
How does he/she provide feedback to the teachers after observation?
______________________________________________________________
5. How often does your situational leader inspect teacher’s lesson plans? ___
What is his/her way of checking lesson plans?
______________________________________________________________
6. Based on the results of the students’ diagnostic tests, how does your
situational leaders discuss them with teachers?
______________________________________________________________
7. What have you found to be the greatest obstacles in reaching your goal of
increasing students’ achievement? Have you talked about these with your
situational leaders?
______________________________________________________________
______________________________________________________________
8. What are some of the situational supervisory challenges or difficulties does
your situational leader have encountered with the teachers? How did he/she
address them?
______________________________________________________________
______________________________________________________________
9. In mentoring teacher, how does your situational leader start the planning
conversation about?
 the clarity of goals?
 the success indicators of the lesson/test/performance task?
 the teaching strategies or approaches?
 the personal learning focus/professional growth development?
10. In mentoring teacher, how does your situational leader shows teacher the
reflective thinking about…
 the impression of his/her class?
 the causal factors (both positive and negative effects/results)?
 the new ideas or learning gained and its application?
11. In mentoring teacher, how does your situational leader converse with
teacher in the area of the problem-solving phase to…
 see the issues better?
 identify possible options?
 articulate what he/she wants to see the outcomes?
12. How does your instructional leader celebrate success of the teachers and
how does your instructional leader address the weaknesses of teachers?
______________________________________________________________
______________________________________________________________
 APPENDIX C

Informed Consent

Date: December 07, 2019

Name of Informant:

Study Name: Situational Leaders’ Mentoring Strategies in

Senior High School

Researchers: Melybeth R. Berido

Angie Pascual

Argie Suello

Cabrina Torbeso

Cebu Normal University–

Main Campus,Senior High School Department,

Osmeña Blvd. St., Cebu City

Purpose of the Research

This study aims to determine the situational leaders’ mentoring

strategies, their best practices and challenges in order to improve the

professional growth and development of situational leaders and teachers.

Risks and Discomforts

There are no risks and discomforts from your participation in the study.

No ratings and performances will be affected in your participation in this study.

Benefits of the Research and Benefits to You

The benefits will be achieved in this research will be the following:

1. The participant will be able to assess the situational leaders’

mentoring practices.

2. The participant will be able to learn that trust relationship between the

mentor and the mentee will develop as they go along the process.

3. The participant will be able to know his/her strenghts and weaknesses

in the situational practices.

4. The participant will be able to improve one’s own skills in

mentoring/teaching.

5. The participant will be able to grow personally and professionally.

6. The school culture will become more professional.

Therefore, the researchers hope that the information obtained from this

study will be able to pave the way for the researcher to assess the results

correctly and thereby, it will contribute a big help to each and every teacher in

your institution.

Voluntary Participation

Participating in this study is completely voluntary. Your participation will

not affect your status as a teacher neither influence your relationship with your

affliated school.
Withdrawal from the Study

You may stop participating any time, if you decide for some reasons. If

you are decided to withdraw from participating, all the data gathered will be

immediately destroyed for confidentiality purposes.

Confidentiality

Audio recording will be administered for accuracy and aunthenticity

purposes of the data from the responses given. Any information obtained will

treated highly confidential and will only be used for research related study

purposes.

Signature and Date:

________________________
 CURRICULUM VITAE

Name : Melybeth R. Berido

Birth Date : May 09, 1994

Birthplace : Cebu City

Address : 75-S T.Padilla St., Cebu City

Email Address : melybethberido@gmail.com

Contact Number : 09952906480

EDUCATIONAL BACKGROUND

Graduate School

Cebu Normal University

Osmeña Blvd. Cebu City
Masters in Education Major in English Language Teaching
2017 – Present
Tertiary

Cebu Normal University

Osmeña Blvd. Cebu City
Bachelor in Secondary Education Major in English
2011 – 2015
Secondary

Abellana National School

Osmeña Blvd. Cebu City
2007 – 2011
 Primary

Zapatera Elementary School

Sikatuna St. Cebu City
2001 – 2007

SEMINARS ATTENDED

“Problem Based Learning – Design Thinking”

In-Service Training 2019, University of Cebu – SHS Dept.
J. Alcantara St., Cesbu City
June 11, 2019

“Engaging 21st Century Learners Through Blended

Learning”
In-Service Training 2019, University of Cebu – SHS Dept.
J. Alcantara St. Cebu City
May 29, 2019
 CABRINA A. TORBESO

CAREER OBJECTIVE

To obtain a part-time teaching position in which I can impart my

knowledge and skills as a licensed teacher

CONTACT INFORMATION

Address : Ubos Pundok, Basak Pardo,Cebu C.

Mobile No. : 09494909094
E-mail : torbesocabrina@gmail.com

PERSONAL INFORMATION

Age : 23
Date of Birth : November 13, 1993
Birthplace : Carcar City, Cebu
Religion : Roman Catholic
Civil Status : Single
Citizenship : Filipino

EDUCATIONAL BACKGROUND

Tertiary : Certificate of Professional Education

Cebu Technological University
M.J. Cuenco Avenue, Cebu City
June 2014 - November 2014
: Bachelor of Arts in Filipino
Cebu Normal University
Osmeña Blvd., Cebu City
June 2010 - March 2014
Secondary : Carcar Academy Technical School
Carcar City, Cebu
June 2007- March 2010

Primary : Tal-ut Elementary School

Tal-ut, Valencia, Carcar City, Cebu
June 2002- March 2007

WORK EXPERIENCE

Filipino Teacher : Cherubs Academy School, Inc.

Laray, San Roque,Talisay City, Cebu
June 2015-March 2017

Office Clerk : Prudential Guarantee and

Assurance, Inc.
Lapu-Lapu Street, Cebu City
May 2014- May 2015

Job Trainee (Secretary) : PHILAM LIFE Insurance Company

Osmeña Blvd., Cebu City
March 2013-May 2013

Job Trainee (Secretary) : LG Realty, Cebu Kang Ha Building

Lapu-Lapu Street, Cebu City
March 2012-May 2012

CERTIFICATES AND TRAINING PROGRAMS

Motivational Teacher : Cherubs Academy, Inc.

Laray, San Roque,Talisay City, Cebu
March 2017

Perseverance Teaching : Cherubs Academy, Inc.

Laray, San Roque,Talisay City, Cebu
March 2016

LET Passer : Professional Regulation Commission

Subangdaku, Mandaue City, Cebu
March 2016

In-Service Training for : Private Education Assistant

Junior High School Committee
Teacher in Private Schools University of San Jose-Recoletos
May 05, 2016- May 07, 2016
National Certificate 2 : Technical Education and Skills
In Cookery Development Authority
Samboan, Cebu
August 08, 2015-November 08, 2015

In-Service Training for : Private Education Assistant

Junior High School Committee
Teacher in University of San Jose-Recoletos
Private Schools May 18, 2015- May 20, 2015

Kontemporaryong Guro : Cebu Normal University

Sa K-12 Osmeña Blvd., Cebu City
August 2013

SKILLS

Computer Savvy : Can operate MS Applications

such as Word, Excel, and
Powerpoint

Good Communicator : Can communicates well in both oral

and written form

oral and written for

CHARACTER REFERENCES

Mrs. Shirley Antipuesto Guidance Counselor

Laray Elementary School
Laray, San Roque,Talisay City, Cebu
09182559841

Dr. Gladys Areopagita School Director

Cherubs Academy School, Inc.
Laray, San Roque,Talisay City, Cebu
491-9269

Dr. Elsie Alvarado College Professor

Cebu Normal University
Osmeña Blvd., Cebu City
09231593598/ 09265683702
Angel Mae Cena Pascual
Address: Guiwanon, Bantayan Island, Cebu
Mobile No.: 09213808140
Email Address:
angelmaepascual1810@gmail.com

______________________________________________________________

CAREER OBJECTIVE

To motivate students to do their best in order for them to reach

their full potential.
______________________________________________________________

PERSONAL DATA

GENDER: Female
AGE: 23 years old
STATUS: Single
DATE OF BIRTH: May 10, 1996
PLACE OF BIRTH: Guiwanon, Bantayan, Cebu
RELIGION: Roman Catholic
HEIGHT: 5’1’’
WEIGHT: 51 kgs.
NATIONALITY: Filipino

EDUCATIONAL BACKGROUND

TERTIARY LEVEL: Cebu Normal University

Osmeña Boulevard, Cebu City
Bachelor of Elementary Education (General
Education)
2013-present
SECONDARY LEVEL: Saint Paul Academy
Suba, Bantayan Cebu
2009-2013

PRIMARY LEVEL: Bantayan Central Elementary School

Ticad, Bantayan Cebu
2002-2009

SKILLS:

 Can speak English, Tagalog and Cebuano

 Proficient in ICT Skills
 Proficient in Writing Skills and Communication Skills
 Singing and Dancing
 Can draw and design

ACHIEVEMENTS
 Augustinian Recollect Student Crusaders (ARSC) President SY 2012-
2013
 Leadership Awardee SY 2012- 2013
 Singer and Dancer of the Year SY 2012- 2013
 Nominee for Best Student Teacher (Rank 1)
 Consistent Academic Achiever
 Graduated Cum Laude
 Teacher at PlayHouse Children’s Center and B.R.I.G.H.T Academy for
2 years
 Dressmaking NCII
 APPENDIX A

Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. ABELARDO T. TEJO JR.

Principal, University of Cebu, SHS-PRI
J. Alcantara Street, Cebu City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

ABELARDO T. TEJO JR., Ed. D

SHS Principal
 Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. ME-ANN M. GALAURA

Principal, B.R.I.G.H.T. Academy
Gov. Cuenco, Banilad Cebu

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

PROF. ME-ANN M. GALAURA

SHS Principal
 APPENDIX A

Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. ABELARDO T. TEJO JR.

Principal, University of Cebu, SHS-PRI
J. Alcantara Street, Cebu City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

ABELARDO T. TEJO JR., Ed. D

SHS Principal
 Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. JERVIN T. ALEGADO, MAED

Principal, Asian College of Technology SHS
Cor. P.Del Rosario St. Cebu City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

PROF. JERVIN T. ALEGADO

SHS Principal
 APPENDIX A

Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. ABELARDO T. TEJO JR.

Principal, University of Cebu, SHS-PRI
J. Alcantara Street, Cebu City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

ABELARDO T. TEJO JR., Ed. D

SHS Principal
 Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. ROBERTO JOSEPH GALVAN

Principal, Sacred Heart – Ateneo de Cebu
H. Abellana St. Canduman, Mandaue City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

PROF. ROBERTO JOSEPH GALVAN

SHS Principal
 APPENDIX A

Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. ABELARDO T. TEJO JR.

Principal, University of Cebu, SHS-PRI
J. Alcantara Street, Cebu City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

ABELARDO T. TEJO JR., Ed. D

SHS Principal
 Letter of Request

CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL DEPARTMENT
Osmeña Blvd., Cebu City

PROF. PATRICK SALINAS

Principal, Southwestern University Phinma
Urgello St. Cebu City

December 07, 2019

Sir

Good day!

The undersigned researcher is currently working on the thesis entitled

“Situational Leaders in Senior High Schools” and your school has been selected
as one of the sample private schools for this study.
In line with this, I humbly ask your permission to administer the research
instruments needed for this qualitative research to the following groups of
people:
• Situational Leader (Individual interview with the researchers)
• 5 Senior High School Teachers (Individual interview with the
researchers)
• A group of at least 4 senior high school teachers (group interview)

Your response to this study will be kept with utmost confidentiality. The
interviews will be conducted depending on the availability of the vacant time of
the participants but if the schedule is not feasible, the researcher will adjust
based on your time schedule.

I look forward to hearing for your favorable response with regard to this matter.
Thank you very much for your support.
Sincerely yours,

MELYBETH R. BERIDO
Research Representative

PROF. PATRICK SALINAS

SHS Principal