LEADERSHIP STYLES

by

Geraldine M. de Guzman

Sheila L. Lim

A CASE STUDY

Presented to

Dr. Jeremias F. Buraga

In Partial Fulfillment of the Requirements for the

Degree of Masters of Education

Specialization: Educational Management

Under the Supervision of Dr. Jeremias F. Buraga

Rizal Technological University-Pasig Campus

Pasig City, Philippines

O018

October 2018
 Table of Contents

Chapter 1 – Overview---------------------------------------------------------------- 1

- Introduction ------------------------------------------------------- 1

- Statement of Research ------------------------------------------- 2

- Purpose Statement ------------------------------------------------ 2

- Definition of Terms ----------------------------------------------- 3

- Assumptions ------------------------------------------------------- 3

- Methods ------------------------------------------------------------ 4

- Importance of Research ------------------------------------------ 4

Chapter 2 – Review of Literature --------------------------------------------------- 5

- Introduction --------------------------------------------------------- 5

Chapter 3

Part I- Name of the Institution -------------------------------------------------- 7

School Background ------------------------------------------------------ 7

Part II- Vision and Mission of the Institution --------------------------------- 9

Part III- Academic Qualifications of the Leader ----------------------------- 11

Part IV- Leadership Styles of the Leader -------------------------------------- 13

Part V- Switching of Leadership Style ----------------------------------------- 17

Part VI- Visible Operationalization of each of the ---------------------------- 18

Leadership Styles in Terms of Faculty Development

Part VII- Programs for Sustainability of the ----------------------------------- 21

Leadership Styles and Mechanisms for Continuous Improvement.

Part VIII – Documentations of the Interview ---------------------------------- 22
 Chapter 1

Overview

Introduction

The terrain of the school principalship has many dimensions. Navigating a school

culture, enhancing instruction, operations, resources, community contexts all while developing

a shared vision and acting with integrity and influence are just some of the responsibilities of

today’s school principal. The multifaceted nature of a career as a school principal is one of

importance due to the fact that Gordon (2013) found “Leadership is second only to classroom

instruction among school-related factors that contribute to what students learn at school” (p. 3).

In addition, principals who focus significant energy to becoming instructional leaders in tangent

with organizational management and developing relational aspects of their job creates a

combination for success in school effectiveness (Grissom & Loeb, 2011). School principals are

leaders. There are many questions surrounding leadership such as: Are people born leaders? Is

leadership innate or a learned skill? What effect does leadership have? These are all found in

research. Leaders attract followers, they influence. They possess a vision and purpose and are

able to get people to commit to that same vision. People expect a leader to be ethical and stand

for something with conviction. Challenging opportunities for people to change and grow are

sought by leaders (Greer, 2011). A leader’s actions may either alienate or commit others. An

“essential ingredient to a Great Leader is boundless optimism about the potential of ordinary

people to accomplish extraordinary things in the world” (Ba Banutu-Gomez, 2004, p. 144).

1
Statement of the Research

Many sources may be found concerning the general topic of leadership skills,

characteristics, and traits. Few studies to date explore the concept of more comprehensive school

leadership from the perspectives of principals, in particular secondary school principals. Based

on the different leadership styles of a leader, there is a pronounced need for research to

expansively define effective leadership of a school principal based on their self-perception and

need as a continuous learner. This study intends to explore the different leadership styles of a

leader, the switching of the different learning styles, visible operationalization of each of the

leadership styles in terms of faculty development, and the programs sustainability of the

leadership styles and mechanisms for continuous improvement.

Purpose Statement

The purpose of this study is to choose an institution or organization, identifies it’s vision

and mission, identify the qualifications of the leader of the institution, determine the different

leadership styles of the leader, visible operationalization of each of the for sustainability of the

leadership styles and mechanisms for continuous improvement.

2
Definition of Terms

For the purpose of this study, the following terms and concepts are defined:

Leaders—Leaders are the architects of individual and organizational improvement (Reeves,

2006, p. 27)

Effective—Effective as defined as the adjective "effective" by the Merriam- Webster

Dictionary, as one that produces a desired effect. (Merriam-Webster, 2015)

Principal—A person in charge of a school. (Cambridge Dictionary)

Leadership— Leadership is the action of leading a group of people or an organization. (Miriam

Webster’s Dictionary)

Assumptions

An underlying assumption of this study is that there were school principals who possess

different leadership styles to effectively manage the institution or the school. The thought is

that the principal, have knowledge as to what these minimal requirements entail. Further, it

was assumed that the respondent in this study was willing to participate.

3
Delimitations and Limitations

This study focuses on a principal’s leadership styles in managing an institution. A

principal is selected from an institution to be interviewed. The research is for further

clarifications on how an institution is managed and supervised by a principal.

Methods

The researchers conducted a scheduled interview to the respondent. A letter of intent was

sent to the respondent to verify his availability for the interview. A video of the interview was

taken to widen the research. Researchers gave specific questions about leadership styles and

the way the respondent manage the school. Researchers also visited the different classrooms in

the school of the respondent and meet the faculty and the staff.

Importance of Research

Numerous studies have shown that the best leaders engage in continuous learning (Greer,

2011). School principals spend an endless amount of time in meetings about the management

aspect of their positions, policies and procedures, as well as how to develop new skills in

employees to advance teaching and learning. While all of these topics are extremely important

to the principal, rarely are he/she given the chance to reflect on the attributes of effective

leadership, his/her own strengths as a leader, areas for further development that exist in

themselves, and an opportunity for continuous learning in those areas. School leaders are self-

regulated learners and in order to develop and grow, they need to understand the full definition

of their context as a leader and its effectiveness to continuously improve.

4
 Chapter 2

Review of Literature

Introduction

The purpose of this chapter is to review literature related to the leadership styles of the

school principal. The school principal and their leadership development is a complex topic that

is deserving of scholarly research and attention beyond that which has been studied more

generally in the field of leadership. The review of the research indicated that much has been

studied in the aspects of theory and its relationship with the school principal, the characteristics

and traits of effective principal leadership and their importance, as well as the density of the

principal position, yet research has just begun to advance in the last decade of how to develop as

a leader and rarely is any of the research aforementioned coming from the perspective of

practicing principals themselves.

Over multiple decades, school principals have reshaped their roles through research and

theory introduced in the field. From the 1950’s, studies focused mainly on personality or

character traits. Once that was not sufficient, specific leadership behaviors began to be studied,

emphasizing leadership styles and their influence on various situations. In the 1970’s to mid

1980’s, more research moved to connections between leaders and followers. At the end of the

1980’s, approaches started concentrating on the integration of variables that explained the

effectiveness of leaders on their organization or structure (Abu-Hussain, 2014).

5
 By the 1990’s, there was an extensive range of models and hypotheses and the school

principalship was impacted “in response to such broad reform initiatives as school-based

management, teaching for meaningful understanding, choice, and site-based decision making”

(Murphy, 1994, p. 2). Many of the reform movements in educational leadership positioned “a

dramatic change in the role of the principal” and gained strength “by claiming a distinct break

with the status quo”(Murphy, 1994, p. 2). “Leaders are embedded within organizational systems

that are continually evolving, creating a more complex picture for understanding how

individuals think, feel, and behave in response to changing events” (Dinh et al., 2014, p. 45)

and it is natural that this drives the desire to solve the complexities and learn more to keep pace

with the scale of change even when it is overwhelming (Murphy, 1994). Reform in the school

principalship, particularly in the 1980s and 1990s reported that school principals were

“generally overwhelmed by the expectations that reform brought” (Murphy, 1994,p. 28).

Moving into the new millennium, Dinh et al. (2014) reviewed leadership theory and research

and found that the leadership field has developed in recent decades with novel perspectives that

have enriched our knowledge of leadership. The newest and future research is developing

integrated perspectives of how leadership theories interrelate to influence the emergence of

leadership phenomena (Dinh et al., 2014).

6
 Chapter 3

Part I

Name of the Institution

Arinda Elementary School

School Background

Arinda Elementary School is a Public Elementary School specifically located at Ynares

Avenue in the municipality of Cainta, in province of Rizal, and in the region of IV-A –

CALABARZON. The school was established on January 01, 1998, 20 years ago. Mr. Melchor

Tabumfama Tagudando is the principal of the school.

7
 Name of the Institution

St. Elaine Learning Center

School Background

St. Elaine Learning Center Inc. bears the name which is our inspiration and guidance.

Catholic religion is taught and practice in the classroom but it is open to other religion and

beliefs.

The school was established on June 1991 to provide education for the children of the

early settlers of Exodus Floodway since during period electricity, and transportation does not

exist in the area and ongoing nearby school is very hard for young school children.

Now, this institution is accredited and supervised under the auspices of the Department

of Education under permit number K-590.

Classroom is fully air-conditioned so as to create a healthy environment and conductive

learning place for young kids.

Teaching Methods

Class session is limited to only 20 pupils per session to insure that all attending children

must be given enough attention to facilitate learning process. A teacher is assigned every session,

thus the lecture, supervises and assists the pupils in their activities.

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 Part II

Vision of the School (Arinda Elementary School)

We dream of Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaningfully to building

the nation. As a learner-centered public institution, the Department of Education continuously

improves itself to better serve its stakeholders.

Mission of the School (Arinda Elementary School)

To protect and promote the right of every Filipino to quality, equitable, culture-based, and

complete basic education where;

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

And Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive

environment for effective learning to happen.

Family, community and other stakeholders are actively engaged and share responsibility for

developing life-long learners.

9
 MISSION STATEMENT (St. Elaine Learning Center Inc.)

St. Elaine Learning Center, Inc. is committed to provide the children of Exodus

Floodway, Cainta Rizal with an education that aims towards achieving academic excellence,

promoting Christian values, developing a strong sense of community awareness, involvement

and responding a openly to change.

10
 Part III

Academic Qualifications of the Leader

Mr. Melchor Tabumfama Tagudando is the principal of Arinda Elementary School.

Before his administration at Arinda Elementary School, he was the former OIC of Exodus

Elementary School in the year 2003. He served as a public school teacher and at the same time

the property custodian of the said school.

He finished his mastered degree at Polytechnic University of the Philippines without

thesis writing in the year 2010. While in the year 2011, he finished his degree with thesis writing

at Greenville College. He is currently taking up his doctorate degree of Doctor of Philosophy in

Educational Management at La Consolacion University.

He was awarded as one of the most outstanding SHDP (School Head Development

Program) implementer in the whole CALABARZON.

Mrs. Judith A. Zamora is the directress of St. Elaine Learning Center Inc. She is a

retired public school teacher for 30 years in service at Exodus Elementary School. She was a

grade leader for 8 years and handled grade five students. She was also the former OIC of Exodus

Elementary School for 3 years.

She finished her master’s degree at Greenville College in the year 2012 with the degree

of Master of Arts in Education with a specialization of Educational Management.

11
 Mrs. Teresita N. Plandez is the principal of St. Elaine Learning Center Inc. She served

at the Department of Education for 32 years specifically at Exodus Elementary School. She was

the former Guidance Counselor of Exodus Elementary School for 15 years.

She finished her master’s degree at Polytechnic University of the Philippines in the year

2012 with the degree of Master of Arts in Educational Management.

12
 Part IV

Leadership Styles of the Leader

Democratic Leadership Style

The democratic leadership style is more participative in nature where the leader involves

team members while making critical conditions. It works well for an organization where team

members are highly skilled and experienced. The best part of this kind of leadership style is that

the communication is active upward to downward. Also called participative leadership, it

requires the leader to be intelligent, creative, considerate, and competent.

Mr. Tagudando said that on this leadership style, he lets his teachers see all the means,

and after that, it’s all up to his teachers whether they will adopt it or not. He specified this

leadership style as a “shared governance”. He cited an example of a situation when does he

applies this style. When having a project of the school, he make it sure that there is a

representative from the teachers with a position of Teacher I, Teacher II, Teacher III, Master

Teachers, GPTA, SPG even a member of external stakeholders. He believe that a success of a

certain project can be a successful one if different ideas come from different minds. That is why,

he defines democratic leadership style as “shared governance”

Coaching and Mentoring Leadership Style

It was debatable for quite some time to consider coaching as a style of leadership or not.

However, it is one of the most effective leadership styles that doesn’t lead directly but indirectly.

In this leadership style, leaders are more coaches or teachers which involves coaching or

supervising team members. It is a relatively modern leadership style that is being employed more

13
often by many organizations. It comes with a bouquet of additional benefits such as boosting

employee motivation, increasing their performance skills, grooming, and motivating team

members.

Mr. Tagudando said that on this style of leadership, he always see to it to monitor her

teachers and the whole facets of things related to school administration and physical management

of the school. The master teachers of the school are his associates in this style of leadership. He

focuses on the physical management of the school, while the master teachers focus on the

management on the academic development of the students. According to him, this style of

leadership helps the teachers to develop an institution wherein, governance is directed not only

to the principals but also to the teachers. Constant monitoring is the key word to this style of

leadership according to Mr. Tagudando. He stresses the fact that in the future, the mantra of a

principal is governance.

Strategic Leadership Style

According to Wikipedia, “Strategic leadership is the ability to influence others to

voluntarily make decisions that enhance the prospects of the organization’s long term success”.

In simple words, it refers to leader’s potential or capability to express a strategic vision for the

organization and to persuade them to pursue that vision with the help of the right strategies and

tools. This leadership style enables you to create a team of team members which are well-trained

and well-equipped to deal with an unforeseen risks and threats. Strategic leadership style also

creates more leaders and that’s what leadership is all about.

On Mr. Tagudando’s view, he said that in a school administration, he develops the

weaknesses of his teachers for it to become strengths. While he make it sure to enhance the

strengths of the teachers and their capabilities. 14

Charismatic Leadership Style

Leaders applying charismatic leadership style are the ones who automatically or rather

smartly attracts a plethora of people with their charm and charisma. They are self-motivated,

passionate, and confident. Leadership style like this can be used to build a powerful standing in

the market place and gain a huge fa-following using their strong self-image. However,

charismatic leadership style is considered less favorable as the success or failure heavily relies

on the leader and its impact. It is perceived more of one-man show than a collective team effort.

On this style of leadership, he acts as the motivator and trainer. He also sympathize and

empathize with his teachers. He give chance to teachers to show their abilities and skills. He

emphasize that at the end of the day, we need self-reflection and self-realization.

Transformational Leadership Style

Often considered as one of the most desirable leadership styles, it is all about creating a

thriving work culture through effective communication in team. However, it demands a certain

level of strategic vision and intellectual stimulation to initiate change in oneself and others in an

organization.

He said that transformational leadership focuses on setting high goals with strict

deadlines and working in unison to accomplish them on time. This way, he sets challenging

expectations for themselves and the team to achieve exceptional results.

15
Autocratic Leadership Style

Autocratic leadership style is strong one-dimensional leadership style that gives full

power or authority to the leader/boss/manager. In this style, the leader makes all the decisions

without any consultation with subordinates or team members. He makes all the crucial calls

which are then communicated to team members and they are expected to work on the instructions

immediately.

Laissez-faire Leadership Style

The literal meaning of the French word Laissez-faire is ‘let them do’ which can be

translated as ‘let it be’ in English. In such a leadership style, leaders delegate the responsibility

to team members and then let them work on their own with minimum or no interference.

Laissez-faire leadership style gives the maximum scope for innovation and flexibility. It

works best for the creative teams having self-motivated and experienced individuals who don’t

require that level of supervision and in vigilance. Mahatma Gandhi was Laissez-faire leader who

believed that people work best when they are not told what to do but encouraged to work.

16
 Part V

Switching of Leadership Style

The key to successful leadership lies in adaptability. Leaders must be flexible and

effortlessly move from one leadership style to another to meet the changing requirements of

organizations and employees. A good leader knows how and when to change his/her style to suit

every situation. Today’s leaders can’t lead solely by asserting power but must adopt different

styles depending on organizational and employee circumstances.

According to Mr. Tagudando, leadership style depends on the culture of a school. Mr.

Tagudando applies autocratic style of leadership on the first year of his administration. If he

wants to implement a certain standard to a school, he lays all the legal basis related to what he

wants to implement. Once he met his expectations, he switches his leadership style to democratic

leadership style then he guides his teachers on what they should do to enhance their potentials.

He coaches and mentors his teachers to become more effective and equipped. He disseminates

the tasks to the teachers so that everyone will be given the opportunity to show their capacity.

He also observes/studies the good factors that make best to his teachers and to the school.

17
 Part VI

Visible Operationalization of each of the Leadership Styles in Terms of Faculty

Development

Operationalization of Leadership is seen as an indication of the effectiveness and

utilization of leadership styles and is mainly an expression of how the leadership outcomes are

perceived by employees.

In Mr. Tagudando’s perspective in his style as autocratic, he depends on memorandums

mandated by Department of Education. He believes that effective faculty development depends

on a faculty participating in workshops. He conducts LAC (Learning Action Cell) sessions to

continuously provide his teachers the knowledge when it comes to classroom management,

discipline, time management and many more topics related to faculty development so as to

student’s development. He said that a faculty who take advantage of professional development

activities must not be seen as deficient. Rather than approaching faculty development as a way

to “fix” designated faculty, recognize its potential to boost the instructional vitality of all faculty.

While in his style as democratic, he allows and encourages his teachers to attend

seminars. He said that this opportunity allows teachers to see learning to teach as a lifelong

process involving continual improvement.

In his strategic leadership style, he has specific plans on the strengths and weaknesses

points of his teachers. He refers this plan as the professional development plan (PDP). The

purpose of this plan is to assist an educator in evaluating areas of strength and weakness and in

formulating a strategy with measurable goals and specific timelines for the improvement and

correction of the stated strengths and weaknesses. He said that even in the absence of a formal

PDP, the continual task of an educator is to reflect on the instances of both success and failure

18
in an almost obsessive quest to perfect his craft. This PDP will allow him an opportunity to be

more decisive in his pursuit and develop a tracking mechanism to ensure its efficacy.

Furthermore, an additional function of developing and implementing a PDP is the facilitation of

collaboration. Often, areas of weakness are not the products of intentional negligence but results

of professional blindness or inexperience. From working with colleagues and mentors, he hope

to gain new strengths and insights and to form new professional bonds for accountability and

advice for his teachers. He often refer this style as buddy-buddy style.

19
 Part VII

Programs for Sustainability of the Leadership Styles and Mechanisms for

Continuous Improvement

For the programs and sustainability of the leadership styles of Mr. Tagudando, he stated

that he adopts the principles of continuous improvement. The first principle for him is “stop

fixing and start improving”. A leader should focus on improving rather than focusing on

methodologies. Second principle is “changing behavior is more important than changing

processes”. Understanding what gives us access to causes a change in people’s behavior can help

us create whole new world of productivity. While top leadership commitment is necessary, it is

not sufficient. The direction may be set at the top, but behavior is only changed with training,

coaching and mentoring which needs to be reinforced and modelled daily.

It is very important that as much as possible he attends international seminars rather than

local seminars. This will lead him to improve more of his knowledge and skills and adopt certain

techniques how to effectively manage a school. He attends some short courses like School Heads

Development Program (SHDP) and Master Teachers Development Plan (MTDP) wherein he

adopts different leadership styles from these short courses.

Benchmarking is another program of Mr. Tagudando for his leadership’s sustainability.

He defines benchmarking as “assigning of individual task”. He assigns individual tasks to his

teachers but he see to it that he conducts self-monitoring to all projects and programs of the

school. Parents should have active participation on the programs of the school. Parents must be

also aware of the programs and other matters concerning the school.
20
 Continuous improvement is a practice of constantly re-examining and improving

processes. First things first, you’ll need to let your management know about the initiative.

Meaning, any suggestions on improving the institution will be welcomed by the principal. Once

someone suggests a plausible way to improve a process, he assigns an individual or team

(depends on skills needed to change the process) in charge or improving it. That is why, in their

School-Based Management (SBM) they are on level 3 wherein the general PTA and other

stakeholders take in charge to run all the projects when it comes to the improvement of the

school.

21
 Part VIII

Documentations of the Interview

Interview with the directress and principal of St. Elaine Learning Center Inc.

Mrs Judith A. Zamora and Teresita N. Plandez, respectively.

23

22
Interview with Mr. Melchor T. Tagudando,

principal of Arinda Elementary School

22
 Table of Contents

Chapter 1—Overview ................................................................................................ 1

Introduction.......................................................................................................... 1

Statement of Research Problem ........................................................................... 2

 Purpose Statement and Research Question.......................................................... 2

Central Question ............................................................................................ 2

Sub Questions .......................................................................................... 2

Definition of Terms.............................................................................................. 2

Assumptions......................................................................................................... 4

Delimitations and Limitations.............................................................................. 4

Method ................................................................................................................. 4

Importance of Research ....................................................................................... 5

Chapter 2—Review of Literature............................................................................... 6

Introduction.......................................................................................................... 6

Evolution of the School Principal ........................................................................ 6

Leadership Theory and the School Principal ....................................................... 8

Transformational Leadership ......................................................................... 9

Servant Leadership......................................................................................... 10

Invitational Leadership .................................................................................. 11

Followership Theory ...................................................................................... 12

Leadership~Innate or a Learned Skill .................................................................. 13

Elusiveness and Complexity ................................................................................ 13

 22

The Importance of School Leadership ................................................................. 16

Effective School Principals.................................................................................. 17

Professional Standards ......................................................................................... 21

Continuous Learning~ Personal Pursuit .............................................................. 23

Summary .............................................................................................................. 25

Chapter 3—Research Methods .................................................................................. 27

Research Design................................................................................................... 27

Sample Selection.................................................................................................. 29

Data Collection .................................................................................................... 29

Data Analysis ....................................................................................................... 30

Validation Strategies ............................................................................................ 32

Ethical Considerations ......................................................................................... 32

Summary .............................................................................................................. 32

Chapter 4—Lived Experiences of Secondary School Principals............................... 33

Introduction.......................................................................................................... 33

Participants........................................................................................................... 33

Experiences of Secondary School Principals....................................................... 34

Learning from Challenges.............................................................................. 35

Doing the Job Itself ........................................................................................ 35

Implementation and Change .......................................................................... 36

Impact of Mentors.......................................................................................... 36

Creating Educational Opportunities for All ................................................... 36

 33

Balance........................................................................................................... 37

Doing the Hard Stuff...................................................................................... 37

Working with Adults...................................................................................... 38

Limited Resources ......................................................................................... 38

Commitment to Student ................................................................................. 39

Dealing with Conflict and Decisions ............................................................. 39

Consistency and Follow-through Earn Trust ................................................. 40

Effective Leadership Defined by Secondary School Principals .......................... 41

Relationships.................................................................................................. 41

Knowledge and Experience ........................................................................... 42

Personal Attributes......................................................................................... 42

Vision, Systems, and Expectations ................................................................ 42

Communication.............................................................................................. 42

Leadership is an Art and a Craft .................................................................... 43

High Quality Instruction ................................................................................ 44

Positive and Caring Atmosphere ................................................................... 44

Mutual Respect .............................................................................................. 45

Order and Safety ............................................................................................ 46

High Expectations for Self and Others .......................................................... 46

Empowering Others ....................................................................................... 46

Role Model..................................................................................................... 47

Value Student Expectations and Feedback .................................................... 47

 44

Perceived Needs of Secondary Principals in Continuously Learning ................. 48

Developing as an Instructional Leader .......................................................... 48

Developing Communication to Influence Relationships ............................... 49

Learning from Others..................................................................................... 50

Applying What You Learn............................................................................. 51

Summary .............................................................................................................. 51

Chapter 5—Summary, Interpretation, Limitations, Recommendations,

Discussion and Conclusions ................................................................................ 52

Introduction.......................................................................................................... 52

Summary .............................................................................................................. 52

Interpretation........................................................................................................ 53

Experiences of Secondary School Principals................................................. 53

Effective Leadership Defined by Secondary School Principals .................... 56

Perceived Needs of Secondary School Principals in Continuous

60
Learning .........................................................................................................
Limitations ........................................................................................................... 62

Recommendations................................................................................................ 62

Recommendations for Secondary School Principals ..................................... 63

Recommendations for District Level Administrators or

64
Professionals who Assist in Developing Principals.......................................
Recommendations for Future Research ......................................................... 65

Discussion of Significance and Conclusions ....................................................... 66

References.................................................................................................................. 69

Appendices................................................................................................................. 76
 55

List of Figures

Figure 1 Experiences of Nebraska Secondary School Principals........................... 54

Figure 2 Effective Leadership Defined by Nebraska Secondary School

57
Principals..................................................................................................
Figure 3 Perceived Needs of Nebraska Secondary School Principals in
61
Continuous Learning................................................................................

List of Appendices

Appendix A NCSA Regional Map ......................................................................... 76

Appendix B Letter to Participants .......................................................................... 78

Appendix C Interview Protocol.............................................................................. 80

Appendix D Semi-structured Interview Protocol ................................................... 82

66
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 99
Drafting the Case

Once you have gathered the necessary information, a draft of your analysis should include these sections:

1. Introduction

 Identify the key problems and issues in the case study.

 Formulate and include a thesis statement, summarizing the outcome of your analysis in 1–2

sentences.

2. Background

 Set the scene: background information, relevant facts, and the most important issues.

 Demonstrate that you have researched the problems in this case study.

3. Alternatives

 Outline possible alternatives (not necessarily all of them)

 Explain why alternatives were rejected

 Constraints/reasons

 Why are alternatives not possible at this time?

4. Proposed Solution

 Provide one specific and realistic solution

 Explain why this solution was chosen

 Support this solution with solid evidence

 Concepts from class (text readings, discussions, lectures)

 Outside research

 Personal experience (anecdotes)

5. Recommendations

 Determine and discuss specific strategies for accomplishing the proposed solution.

 If applicable, recommend further action to resolve some of the issues

 11
 What should be done and who should do it?
00

Finalizing the Case

After you have composed the first draft of your case study analysis, read through it to check for any gaps or

inconsistencies in content or structure: Is your thesis statement clear and direct? Have you provided solid

evidence? Is any component from the analysis missing?

When you make the necessary revisions, proofread and edit your analysis before submitting the final draft. (Refer

to Proofreading and Editing Strategies to guide you at this stage).