LEADERSHIP STYLE AND CONFLICT

MANAGEMENT OF STUDENT LEADERS

OF ANGELO LEVARDO LOYOLA SENIOR
HIGH SCHOOL SY 2018 – 2019

CACATIHAN, DUZZLLE AIMIE

MALABANAN, KAYCEL
BELAMIDE, MULDER
LONTOK, WENDELL
SAN PEDRO, JOHN SHERIDAN
 CHAPTER 1

INTRODUCTION

According to Brene Brown, Sydney Finkelstein, Jeff Boss, Bruce

Tulgan, and Harry Kraemer (2016), “Leader is someone who can effectively

manage a group of individuals and produce results.” Leaders who effectively

manage their conflict can build up the levels of understanding, empathy, and

trust within parties. Leadership is all about influencing others, by influencing,

they should know that the people who influenced by them, are really

influenced. Building influence, you may think that your style is servant

leadership. Somehow, servant leadership need to serve others to be a good

leader. Leadership is to motivate other people, motivating your followers is

one of the ability that leaders may possess.

The conflict state of an individual can also be based on person’s own

internal traits (Schrumph, Crawford, & Bodine, 1997). In the presence of

conflict, it is necessary to employ an effective method to identify such conflict

simultaneously with an efficient means of resolution (Saeed, et al., 2014).

Leaders should adjust their leadership styles based on the situation (Fiedler,

1966). Conflict is happening unexpectedly or not. The main conflict is that the

persons involve in any situation aren’t necessarily interested to what they don’t

want, and the two sides want to solve the conflict itself.

Great leaders that inspire followers may possess political movements

and social change. Millenials can become impeccable leaders, however. It takes

determination, the want to succeed and the professional attitude to do so

(Tulgan, B., 2016). The 21st century learners are the ones who can pursue the
leading of the students wherein student leaders are the one who rules. Student

leaders are leaders that is dealing in schools that having a noncoercive power in

ruling. Birnbaum (1989) noted that studying leadership in colleges and

universities is more difficult than in many other settings because of dual control

systems. In the study of Birnbaum and his associates they conducted a five –

year investigation about the higher education leadership within the framework

of the Institutional Leadership Project (ILP) wherein in this investigation they

used myths that is somehow is truth. One of these myths is that the generalized

ideas about leadership is based on their personal practices, behavior, activities,

and styles and their observations and own studies (Bogue, 1994; Cohen, &

March, 1986; Fisher, & Tack, 1988; Fisher, Tack, & Wheeler, 1988; Kerr, 1995;

Kerr, & Gade, 1986; Walker, 1979)

Educational leadership is connected to the school systems. An

organization will not function if there is no leader that is pointed out or elected

to, and a leader will not function without an organization. Bolman and Deal

(1984) stated that ceremonies and ritual play a role in promoting unity and

enable people to express their shared values and vision. Leaders who influence

and directs its followers requires many qualities that they possess in order that

skills can effectively handle. A leader that is great of leading has the capacity to

help their members to work together towards their shared goals.

Hence, the main problem of the student leaders is to manage and interact

with its followers. And it can be student leaders do all the tasks to do in one

organization or a group that is for the whole that student leaders are the ones

who try to do tasks. Lack of cooperation of its followers have big effect to the

student leaders. Lack of cooperation can cause the student leaders do tasks alone
 and can’t handle situations properly. Conflict management refers to the modes

used by either or both parties to cope with a conflict (Adler, & Towne, 1990).

Bass (1985) observed that a leader will exhibit both styles, generally with one

being more predominant.

According to Evans (1994), the current notion of effective leadership is

commonly portrayed as a transformational or empowering paradigm. This

research paper determines the styles of student leaders on how they manage any

conflicts will come and it helps the student leaders strengthen the techniques

and managing the performance of the team.

CONCEPTUAL FRAMEWORK

By interviewing and
Leadership Style Conflict
observing Management

Figure 1. Conceptual framework of the study

STATEMENT OF THE PROBLEM

This study aims to determine the leadership style and conflict management of student

leaders in Angelo Levardo Loyola Senior High School.

Specifically, it answers the following question:

1. What are the styles that student leaders have?

2. Is leadership style have significant impact on their cooperation?

3. How does student leaders manage its conflicts?

SCOPE AND LIMITATION

This study objectives on how the leadership style and conflict management of student

leaders facing different conflicts within parties in Angelo Levardo Loyola Senior High

School. This study also objects by interviewing the SSG Officers and Class Officers in each

room of Grade 12 students.

SIGNIFICANCE OF THE STUDY

The main persistence of this study is to know how leadership style and conflict

management of student leaders impacts their responsibility and interaction. The overviews of

this study will have significant contribution to have improvement of knowledge of the

researchers towards the leadership style and conflict management of student leaders.

Furthermore, this study will benefit to the following people.

SSG Officers – The SSG Officers are the ones who will have a big benefit in this study. This

study will help the SSG Officers in Angelo Levardo Senior High School to help them

improve their leadership style and conflict management in every situation.

Classroom Officers – The Classroom Officers are the also involve having a big benefit in

this study. Like SSG Officers, classroom officers of Angelo Levardo Loyola Senior High
School will help them improve the techniques and their leadership style and conflict

management in their classrooms.

Students – Students are also involved in having benefits of this study. This study would

likely to help students in Angelo Levardo Loyola Senior High School to cooperate in every

activities of the school and to help student leaders’ techniques.

School Administrators and Teachers - School Administrators and Teachers are also

involve to the benefactor of this study. The study will help the school administrators and

teachers to guide all the student leaders to their leadership style and conflict management and

it can also help them to know how what will be the good leadership styles that student leaders

may possess.

Researchers – Future researchers are also having its place to the benefactors of the study.

The future results and future findings will help them to familiarize all the possible existing

relationship in leadership style and conflict management of student leaders. it will help the

future researchers to support the facts and findings in conducting the research.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter present the review of related of related literature and studies, both

foreign and local which provided the researcher’s a frame of reference for the present study.

They gave the researchers significance amount of information and relevant data that help

formulate the research design and the queries to be investigated. These materials enriched the

researchers’ insight on the subject and helped them in many ways in the pursuit of the study.

Foreign Literature

Leadership

There are a number of leadership theories as well as definitions of leadership (Odumeru &

Ifeanyi, 2013) which is indicative of its elusive and complex nature. There is more

divergence than convergence (Odumeru & Ifeanyi, 2013). Leadership is where an individual

influences a group to achieve a common objective (Northouse, 2015). Organizational

leadership involves both the leaders and the followers (Fisk & Friesen, 2012). It is an

interactive and transactional event or events whereby each is influenced by the other to

achieve a common goal (Chaudhry & Javed, 2012). Research in the area of leadership style

focuses on two kinds of behavior: task and relationship (da Cruz, Nunes, & Pinheiro, 2011).

Task behaviors are those which direct efforts towards goal and objective accomplishment,

while relationship behaviors focus effort on aiding subordinates to feel comfortable with

themselves and others (da Cruz et al., 2011; Northouse, 2015). It is the successful blending

and coordination of the two that marks the effective organizational leader (da Cruz et al.,

2011).
Great Man/Trait Theory

The trait approach to the study of leadership behaviors evolved out of the great man theories

in the late 1940s and has recently gained renewed interest from researchers (DeRue,

Nahrgang, Wellman, & Humphrey, 2011; Hoffman, Woehr, Maldagen-Youngjohn, & Lyons,

2011). Trait leadership is a pattern of characteristics that determine consistent effectiveness

across a spectrum of situations (Antonakis, Day, & Schyns, 2012). Early theorists posited that

these characteristics were inherent (Antonakis et al., 2012). Contemporary researchers

continually demonstrate that the idea that one great man or great woman can decide the fate

of an organization is highly unlikely (Hoffman et al., 2011). Trait leadership theorists use a

more straightforward approach that focuses on the leader’s abilities and skills set rather than

the perception of followers or the particulars of circumstance (DeRue et al., 2011; Northouse,

2015).

Contingency Theory

Contingency theory is a leader-match perspective of effective leadership that is contingent on

matching a leader’s style to the right situation (Northouse, 2015). The theory was first

described by F. E. Fielder in 1964 and then elaborated on in 1987 with J. E. Garcia, then

further developed through the study of various organizations, predominantly military (see da

Cruz et al., 2011). Fiedler studied leadership styles, both good and bad, and analyzed whether

these types of styles were effective and in what types of situations and contexts (da Cruz et

al., 2011). He developed the concept of the least preferred coworker (Northouse, 2015).

Transformational Leadership Theory

The term transformational leadership was first used in Burn’s 1978 seminal work about

leadership (see Hargis, Watt, & Piotrowski, 2011). In his work, he coined two new

concepts—transactional leadership and transformational leadership—in an attempt to explain

leader–follower relationships in the political world (Hargis et al., 2011). The concept was

then adapted by the business world to explain how such relationships contributed to group

outcomes in an organizational setting (Hargis et al., 2011). It was followed by the 1985 Bass

model of transformational leadership based on four dimensions that are interconnected (see

Zhu, Sosik, Riggio, & Yang, 2012), which include (a) idealized influence or charisma, (b)

inspirational motivation, (c) intellectual motivation, and (d) individualized consideration

(Judge, Piccolo, & Kosalka, 2009; Kotlyar et al., 2011). The primary contention of the

concept is that the leader provides the follower with more than just a job; he or she provides a

sense of identity as well as community through an inspiring mission by idealized influence,

intellectual stimulation, and individual consideration (Zhu et al., 2012). Finally, Bass noted

that leaders can be transformational as well as transactional at the same time (see Kotlyar et

al., 2011).

Emotional Intelligence Theory

The term emotional intelligence was derived from Thorndike’s early 20th-century work on

social intelligence, then gained ground in popular culture in the early 1990s with Goleman’s

1995 seminal work, Emotional Intelligence (see Cheng, Huang, Lee, Xiaopeng, 2012). The

concept addresses environmental triggers in the workplace and how to best identify them in

order to deal with them (Cheng et al., 2012). Emotions are perceived to be critical to the

effectiveness of the organization and essential to organizational behavior (Cheng et al.,

2012). Components of emotional intelligence are self-motivation, persistence despite

setbacks and frustrations, impulse control, delay of gratification, self-mood regulation, stress

control, empathy, and hope. The emotional makeup of group teams within organizations is

critical to the success of the company (Chang, Sy, & Choi, 2012; Cheng et al., 2012; Prilipko,

Antelo, & Henderson, 2011). The ability to harmonize in the workplace is the skill to be able

to take advantage of the talents of group members’ ability to leverage intellectual capital
(Chang et al., 2012). The emotionally intelligent group and its members best utilize human

capital to the task at hand, thereby contributing to the efficient running of the organization

(Chang et al., 2012). Leadership is not about giving orders; it is the art of motivating

followers to work toward a common goal (Chang et al., 2012).

Transactional Leadership Theory

The antecedents of transformational leadership theory arose out of Vroom’s 1964 expectancy

theory as well as Luthans and Kreitner’s 1985 reinforcement theory (see Luthans, Rhee,

Luthans, & Avey, 2008). Homans and Adams are generally credited with the development of

exchange or equity group theory in that individuals seek to maintain equity between what

they give versus what they obtain in an exchange (see Shore & Strauss, 2012). The term

transactional leadership was coined by Burn’s in his seminal work about leadership (see

Hargis et al., 2011). Transactional leadership is a process between a leader and followers and

occurs in groups, both large and small (Hargis et al., 2011). It is a disciplined practice that

can be learned through training and education, through self-awareness and self-management,

and by managing relationships (Douglas, 2012). Transactional leadership has been described

as a give and take process whereby leaders reward or punish followers to influence and

motivate follower behavior (Douglas, 2012). Also known as managerial leadership,

transactional leaders do not look to change the future, but rather to maintain the status quo

(Douglas, 2012) and are particularly effective in crisis situations where instantaneous

feedback is imperative to make real time decisions and mobilize a quick response. In the

context of Maslow’s 1943 hierarchy of needs, transactional leaders address the basic levels of

needs satisfaction and are particularly effective when addressing specific work tasks.

Transactional leaders accept the existing culture of the organization and are action oriented

(Douglas, 2012). Transactional leadership concepts were further adapted from the exchange-

based theories of the 1980s (Hargis et al., 2011). Transactional leadership contains two
motivational factors known as contingent reward/constructive transactions as well as

management-by-exception (Antonakis et al., 2012). Contingent reward leaders recompense

followers who meet agreed-upon performance standards (Antonakis et al., 2012). Leaders

who use management by exception, also known as the higher order of transactional

leadership, are of two types: active management by exception and passive management by

exception (Antonakis et al., 2012), where leaders use discipline to change follower behavior

(Hargis et al., 2011). Active management by exception is also known as active corrective

transactions, whereby the leader is constantly and consistently monitoring follower behavior

(Antonakis et al., 2012). Passive management by exception is commonly referred to as

passive corrective transactions, whereby leaders use discipline after a transgression when a

mistake or error is made by a follower (Antonakis et al., 2012). Finally, a form of leadership

that is neither transformational nor transactional is laissez-faire leadership or absence of

leadership (Edwards & Gill, 2012). Laissez-faire leaders avoid making decisions through

hesitancy or deliberate action and are frequently absent when decisions need to be made

(Chaudhry & Javed, 2012). It can be argued that the type of leader should not be included in

any discussion regarding transformational or transactional leadership; however, laissez-faire

leadership is often researched alongside other leadership models to determine leadership style

effectiveness (Chaudhry & Javed, 2012; Judge & Piccolo, 2004).

Leader–Member Exchange Theory

LMX theory focuses on one-to-one exchange-based relationships between a leader and a

follower and the resulting relationship’s unique characteristics (Dadhich & Bhal, 2008;

Dulebohn, Bommer, Liden, Brouer, & Ferris, 2012; Kuvaas, Buch, Dysvik, & Harerem,

2012). The positive relationship between leader and production worker may then have a

positive impact on the attainment of an organization’s goals (Ariani, 2012). Also known as

vertical dyad linkage theory, LMX is concerned with increasing organizational productivity
outcomes through the fostering of positive relationships and communication between a leader

and follower (Dadhich & Bhal, 2008). Followers can be divided between ingroup members

with close relationships with the leader as well as outgroup members who have distant

relationships with the group leader (Pelletier, 2011). The LMX process begins once a

member joins the group and consists of three steps: role taking, role making, and

routinization (Le Blanc & Gonzalez-Roma, 2012). Members join a group where the leader

assesses characteristics to decide whether the member will be an inner circle participant or

one of the outgroup followers (Ariani, 2012). Secondly, the leader and member enter a series

of tacit negotiations concerning the member’s position within the group, as well as potential

rewards for loyalty, dedication, and hard work (Le Blanc & Gonzalez-Roma, 2012). Trust is a

key component of the assessment, as any form of perceived betrayal will result in the

member’s banishment to the out group (Ariani, 2012). The final stage of the LMX process is

the ongoing maintenance of the leader follower relationship (Volmer et al., 2011). The

relationship will usually remain consistent at the point barring disruptions such as changes in

workload or financial feasibility challenges (Walumbwa, Peterson, Avolio, & Hartnell,

2012). LMX appears to be understood as a contractual agreement (Dadhich & Bahl, 2008)

and can mitigate toxic leadership in the workplace as well as promote high performance

productivity in teams (Pelletier, 2011). One of the critiques of LMX is the propensity for

abusive leaders to distort leader– member relationships to the point of abuse of subordinates

(Ding, Tian, Yang, & Gong, 2012). Abusive leadership is correlated with decreased worker

effort and organizational citizenship behaviors (Harris, Harvey, & Kacmar, 2011). Low-

quality LMX relationships result in fewer job rewards and satisfaction and may enhance

victimization of low-power subordinates (Volmer et al., 2011).

 Conflict Management

Conflict is a pervasive part of group and organizational culture (Fasnacht, 1990) which

causes unmanaged conflict to be chaotic (Kormanski, 1982). However, the absence of

conflict results in apathy. Therefore, the goal of groups is not necessarily to avoid conflict,

but to use conflict as a means of creating a more positive group atmosphere (Hungenberg &

Moyer, 1996). Consequently, as conflict increases there is a need for effective leadership to

increase (Kormanski, 1982) because the leader is in charge of a group and certain leadership

skills are demanded of him or her. As a result, conflict and leadership are inseparable (Burns,

1978). Important leadership functions determine whether or not a group will work together,

accept improvements, and try to develop better ways of doing a job. Knowledge of conflict

management skills is very vital to those in leadership roles (Fasnacht, 1990) and also an

“integral part of leadership effectiveness” (Korabik, Baril, & Watson, 1993, p. 406).

There are three types of conflict in organizations: task, relationship, and process (Klein et al.,

2011). Task conflict refers to the conflict arising from the content and goals of the work

(Ayoko & Callan, 2010; de Wit, Greer, & Jehn, 2011). Relationship conflict is that which

concerns interpersonal relationships within the organization (Ayoko & Callan, 2010; de Wit

et al., 2011). Process conflict refers to how the work gets done (de Wit et al., 2011; Streb &

Gellert, 2011). Conflict appears to be inevitable and may define the future of relationships

between coworkers on the production line (Douglas, 2012; Kotlyar, Karakowski, & Ng,

2011). Leaders view conflict as an indication that something needs to be addressed (Medler-

Liraz & Kark, 2012). Leaders have selfidentified conflict management as their greatest

concern and weakness when addressing difficult subordinates (Trudel & Reio, 2011). Leaders

are key actors in handling conflict management and resolution within the organization

through power and political leadership skills, for the success of a company may be dependent

upon its people (Kacmar, Bachrach, Harris, & Noble, 2012). Conflict between coworkers is
expensive as well as time consuming for companies (Behar, Mannix, Peterson, & Trochim,

2011). Conflict resolution theory began in the 1950s during the Cold War and addressed

dispute resolutions between nations (Nowak, Deutsch, Bartkowski, & Solomon, 2010).

Workplace conflict resolution theory began with Morton Deutsch, who is considered by

many to be the founder of modern conflict resolution theory and practice (Nowak et al.,

2010). He was heavily influenced by Kurt Lewin, the father of social psychology, and has

spanned the fields of cooperation and competition, intergroup relations, conflict resolution,

social conformity, and the social psychology of justice (Nowak et al., 2010). Building upon

Deutsch’s work, Karen Jehn’s work involved negotiation and conflict management

(Bezrukova, Thatcher, Jehn, & Spell, 2011) and examined intragroup conflict, group

composition and lying in organizations, as well as differences in perception within

workgroups and their impact on organizational goals (Bezrukova et al., 2011). Moreover,

conflict resolution theory has expanded to include a number of theoretical models (Spector,

2011; Tabassi & Bahar, 2010) including the Blake and Mouton managerial grid model

(Tabassi & Bahar, 2010). Also, the Thomas-Kilmann conflict mode instrument (Thomas,

Thomas, & Schaubhut, 2008) has been used. In addition, the self-published Kraybill Conflict

Style Inventory, as developed by Dr. Ronald S. Kraybill in the 1980s (Kraybill, 2011), is also

used.

Sensemaking

Conflict resolution involves sensemaking, where individuals communicate and make sense

together, which is framed by a common culture (Abolafia, 2010; Conroy & O'Leary-Kelly,

2014; Ivanova & Torkkli, 2013). When transformation change happens, the framing as well

as the communication practices change; hence, the culture adapts (Colville, Brown, & Pye,

2011). Some adoptions encourage innovation and some discourage deviation from the way

things have always been done and how communication has been conducted (Thurlow &
Mills, 2009, Weick, 2011). Forgiveness after a conflict is important to restore harmony

between participants (Goldman & Wade, 2012; Green, DeCourville, & Sadava, 2012).

Moreover, in addition to letting go of anger and moving forward, victims are more likely to

forgive their transgressors in order to preserve a long-term relationship and establish a new

imagined future between parties (Goldman & Wade, 2012; Green et al., 2012) to let go of

past hurt and anger and move forward to reconciliation (Goldman & Wade, 2012; Green et

al., 2012).

Local Literature

Classic leadership literature is replete with examples of leaders’ attempts to predict,

categorize, classify, and control for every variable imaginable within organizations. Most

research in academia defines leadership as a behaviour, a relationship, and in some cases an

activity. Leadership traits and styles also dominate in establishing leadership perspectives.

But what if organizations were unpredictable and impossible to control? More and more,

organizational scholars are looking to theoretical constructs that paint a picture of leadership

as fluid, emergent, or connected, and the result is concepts of chaos theory. Over the years,

leadership has been viewed from various angles and in different dimensions. It has gained the

interests of graduate faculty and students, and business and government leaders to conduct

and support research on leadership. The teaching about and research on leadership have

surged, with many students majoring in the field. Indeed, it has been an intriguing topic for

centuries during which academicians have formulated many definitions and theories of

leadership. Many scholars and practitioners alike are convinced that effective leadership is

required to meet most organizational challenges. Hence many curricula in leadership and

management schools now emphasize the development of such skills (Andres, T., 1985).
Leadership Style

There are several theories on leadership behavior and style. The two major style of leadership

are (1) task-oriented style, the leader gains satisfaction from seeing the task performed; on the

other hand, in the people-oriented style, the leader looks toward achieving good interpersonal

relation by way of attaining a position of personal prominence in the organization. Leadership

performance depends as much on the organization as it depends on the leader’s own

attributes. A leader can be effective in one situation and ineffective in another (Zulueta, de

Lara, & Nebres, 1999).

Numerous definitions of leadership have been proposed. It is generally agreed, however, that

leadership is the process of directing other to achieve personal or organization goals. The

best-accepted theory of leadership today is that it depends on the situation. Different

situations require different managerial styles – autocratic, democratic, and free-rein. Note

manager A in action. He directs his secretary to make a report (autocratic). He consults with

his employees on the best way to introduce a new product in the market (democratic). He

suggests to his assistant that it would be a good idea to look into the recent cost-cuting

strategies the organization has stituted (free-rein). Contingency leadership suggests that

mastery lies in knowing when to use which method (Lorenzana, 2003).

Leadership studies have been described as an "emerging discipline devoted to the study of

leadership as it is practiced in different organizations and society." More recently, it has been

used to distinguish multi- and interdisciplinary approaches to the 'study and practice of

leadership from the traditional, single profession and single academic discipline type of

studies on leadership (Alfiler & Nicolas, 1997)

Zeus A. Salazar examined how the relationship between rulers and followers among

precolonial Filipinos was transformed as a result of the entry of a different culture, religion
and people in our history. Leaders no longer understand, communicate, or empathize with the

people they lead as they become separated by the use of a foreign language, an unfamiliar

ideology and notions of independence. Salazar asserts that from precolonial times, the

Filipinos had a clear notion of the qualities they expected of their leaders. He • suggests,

however, that to ensure that grassroots leaders are of and for our people, they should be

evaluated along the following set of criteria: (a) do their goals truly promote national interest?

(b) are their actions supportive of public welfare? (c) are they known to be persons of

unquestionable integrity? (d) are they not identified with other interests which may conflict

with public interest? (e) do they sincerely and willingly accept the tasks of being the leader?

and, CD do they communicate with the people in a language through which the people can

freely express their ideas, concepts, and explain what is meaningful to them? (Salazar 1997;

de la Torre 1997)

Conflict Management

That are five general methods that have been that have been identified and are being used in

resolving interpersonal situations such us:

1. Withdraw one or more of the participants.

2. Smooth over the conflict and pretend that it does exist.

3. 3. Compromise for the sake of ending the conflict.

4. Force the conflict to a conclusion by third-party invention.

5. Have a confrontation between the participants in an effort to solve the underlying

conflict.

It has been observed that confrontation and problem-solving is generally considered to be the

most effective method of resolving conflict. On the other hand, forcing them to a conclusion

has been found to be the least effective mother.

The conflict interface. Management of the conflict interface is based on monitoring the

behavior of the participant(s) as the conflict develops. In this situation, the primary aim of the

manager is not to resolve the conflict but to act as a referee and counselor in helping the

participant(s) come up with an acceptable solution. It is very important to understand the type

of conflict whether intrapersonal, structural, or interpersonal because the stage of the conflict

cycle will in effect, aid the manager (Zulueta, de Lara, & Nebres, 1999).

Foreign Studies

Conflict management style might be improved through conflict management skills

intervention. In an effort to aid in leadership development, student retention, campus

community building, and reduction in campus violence and expulsion, further investigation

of the use of conflict management intervention with various groups on the college campus is

warranted (Rashid, 2005)

Conflict between co-workers on the production line can be expensive as well as time

consuming for companies. The business problem investigated in the study is the inability of

supervisors on the production line to resolve conflict in non-union companies, which,

consequently, may lead to a drop in organizational productivity. Behaviors impacting shop

floor productivity and performance were detected through miniethnographic and descriptive

case study qualitative research methods through research of the production line leadership in

a global company that manufactures kitchen and fireplace accessories. Results obtained from

themes demonstrated that the production supervisor had some leader–member exchange

leader characteristics including modeling behavior, individualized support of team members,

resolving conflict in an appropriate manner that respected company culture and the existence

of inner as well as outer circle members. Recommendations for future research included
calling for additional empirical studies exploring the relationship between gender, diversity,

and leader–member exchange effectiveness (Fusch, 2015).

Local Studies

Philippine leadership seems to be personal in nature. Leaders nurture their relationship with

their followers by maintaining smooth personal relationship with them. Transformational

leaders also nurture leader-follower relationship. This implies that leadership in the

Philippines might be explained by the transformational leadership. When local leaders

chooses to use western administrative theories in non-western studies, they might need to

consider the adaptability of those theories by examining for cultural differences between the

country where the theories originated and the country where the study will be conducted.

(Gunigundo, 1998)