"Checkmate”: Power and Politics among the Educational Leaders and Managers of Real, Infanta, and General Nakar in Quezon Province

Abstract

INTRODUCTION

This study attempts to unveil the relationship between power and politics as central concepts in the academic milieu of the three main schools in the municipalities of Real, Infanta, and General Nakar in the Division of Quezon Province.

METHODS

The study employed a descriptive-quantitative design where all the school heads, department heads, coordinators, and other staff with management-related functions responded to a questionnaire regarding power and politics in these schools. The questionnaire was designed with extensive consideration of research-based variables.

RESULTS

The findings revealed that educational actors are reluctant in discussing politics; that a significant number of them recognize power as adverse and politics, unprincipled. For them, school politics has long been a source of stress that further brings negative work perceptions, job tension, and resistance to task. This study initially focused on how power and politics is perceived; concrete causes behind the collected perceptions were not explored yet. Numerous studies have provided generous ideas on what power and politics are and how organizational actors must deal with these; many researchers attempted to uncover a common understanding towards these behavioral tendencies. However, despite prior efforts, this study found out that they remain among the least grasped and negatively perceived concepts among educational leaders and managers.

DISCUSSIONS

The prevalent fallacy on organizational politics evidently calls for human resource development programs which would ultimately aim to abate the flawed politics and renew its core concept and intent. A responsive relational leadership combined with efficacious use of power among educational managers can truly foster mutually positive organizational politics.