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Southern Filipino school leaders and religious diversity: a typology

Southern Filipino school leaders and religious diversity: a typology PurposeThe purpose of this paper is to explore how school principals in Southern Philippines approached issues related to religious diversity because of its long history of ethno-religious conflict. Religion has particular importance in the field of education, since how and in what ways religion is included in formal and non-formal curricula can have large bearing on student learning and engagement.Design/methodology/approachData for this exploratory qualitative case study were collected over five months in Cagayan de Oro, located in Northern Mindanao, Philippines. The interview sample included 42 principals. School site observations took place in 23 public schools. Data were analyzed and sorted using an inductive and iterative process that thematically coded the data that focused broadly on leadership and religiosity.FindingsThe presentation of findings is organized by leadership typologies that emerged through the analysis of the data. Findings suggested that school leaders approached religious diversity in one of five ways, namely, as evangelical leaders, devotional leaders, separational leaders, respectful leaders, or uninformed leaders.Originality/valueThis study is a unique contribution to understanding how principal spirituality informs leadership, especially in the non-western cultural contexts where there is need for a localized leadership inquiry. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Southern Filipino school leaders and religious diversity: a typology

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References (31)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0951-354X
DOI
10.1108/IJEM-08-2016-0164
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to explore how school principals in Southern Philippines approached issues related to religious diversity because of its long history of ethno-religious conflict. Religion has particular importance in the field of education, since how and in what ways religion is included in formal and non-formal curricula can have large bearing on student learning and engagement.Design/methodology/approachData for this exploratory qualitative case study were collected over five months in Cagayan de Oro, located in Northern Mindanao, Philippines. The interview sample included 42 principals. School site observations took place in 23 public schools. Data were analyzed and sorted using an inductive and iterative process that thematically coded the data that focused broadly on leadership and religiosity.FindingsThe presentation of findings is organized by leadership typologies that emerged through the analysis of the data. Findings suggested that school leaders approached religious diversity in one of five ways, namely, as evangelical leaders, devotional leaders, separational leaders, respectful leaders, or uninformed leaders.Originality/valueThis study is a unique contribution to understanding how principal spirituality informs leadership, especially in the non-western cultural contexts where there is need for a localized leadership inquiry.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Jun 12, 2017

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