V3I5P162

21st Century Leadership Competence and Performance of Deans in Business Program: A Basis for Capacity Development

Mariam Kristine A. Sanico^1*, Dr. Levita B. Grana²

Abstract

This study assessed the 21st-century leadership competence and performance of deans in business programs to inform a capacity development program, using an explanatory sequential mixed-methods research design integrating quantitative and qualitative approaches. Conducted at selected private higher education institutions in the Caraga Region, the study involved 7 deans and 40 program heads/faculty members, for a total of 47 respondents, selected through total population enumeration and purposive sampling. Data were gathered through a researcher-developed survey questionnaire and a semi-structured interview guide anchored in the Four-Frame Leadership Theory of Bolman and Deal, and analyzed using frequency and percentage, mean and standard deviation, Kruskal–Wallis H Test, Spearman’s rho, regression analysis, and thematic analysis. Findings revealed that deans demonstrated high competence in 21st-century leadership, particularly in faculty development (M = 4.55) and quality assurance and compliance (M = 4.53), followed by stakeholder engagement (M = 4.42), digital leadership (M = 4.41), and fiscal/resource management (M = 4.37), all interpreted as competent to highly competent. In terms of performance, deans were rated outstanding in curriculum and program management (M = 4.60), student-centered and outcomes-based learning (M = 4.53), and academic leadership (M = 4.51). In contrast, research productivity and community engagement were rated very good, resulting in an overall performance mean of 4.49. A significant relationship existed between leadership competence and dean performance (p = 0.000), indicating that higher leadership competence was associated with better performance outcomes. Regression analysis further revealed that the model explained 91.4% of the variance in dean performance (R² = 91.4%), with political competence (p = 0.000) and human resource competence (p = 0.005) emerging as significant positive predictors. Facilitating factors included administrative support, institutional collaboration, and professional experience, whereas workload demands, compliance pressures, and limited resources hindered performance. Based on the findings, a capacity development program was proposed to strengthen leadership competencies and improve dean performance in business programs.

Keywords:

21st-Century Leadership Competence, Dean Performance, Business Programs, Higher Education Institutions, Four-Frame Leadership Theory, Capacity Development Program, Mixed-Methods Research