Leading Beyond the Classroom: Lived Experiences of Non-Teaching Personnel on Leadership Styles at Northeastern College, Santiago City

Authors

  • Dr. Jeanette Baldonado Author

DOI:

https://doi.org/10.64358/sih.v2i4.164

Keywords:

higher education leadership, leadership styles, non-teaching personnel, phenomenology, transformational leadership, servant leadership, organizational commitment, employee empowerment

Abstract

Leadership in higher education extends beyond academic instruction and significantly influences the effectiveness of administrative operations, employee motivation, institutional culture, and organizational performance. While numerous studies have examined leadership from the perspectives of faculty members and academic administrators, limited qualitative research has explored how non-teaching personnel experience and interpret leadership styles within higher education institutions. This study explored the lived experiences of non-teaching personnel regarding the leadership styles practiced at Northeastern College, Santiago City. Guided by a transcendental phenomenological research design, the study sought to understand how leadership influences employees' motivation, job performance, professional growth, interpersonal relationships, and organizational commitment. Twelve (12) purposively selected non-teaching personnel from various administrative and support service offices participated in in-depth semi-structured interviews. Data were analyzed using Colaizzi's Seven-Step Phenomenological Method, allowing the identification of the essential structures of participants' experiences. The findings revealed that effective leadership among institutional administrators significantly influences employees' motivation, productivity, organizational trust, collaboration, innovation, and commitment to institutional goals. The study proposes the Non-Teaching Leadership Development and Empowerment Framework (NTLDEF) to strengthen leadership practices that foster employee engagement, organizational effectiveness, and continuous professional development within higher education institutions.

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Published

2026-11-06

Issue

Vol. 2 No. 4 (2026): Studies in Interdisciplinary Horizons

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Articles

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