Empathy: Its Influences on the Leadership Practices and Management Skills of School Heads

Empathy: Its Influences on the Leadership Practices and Management Skills of School Heads

Elaine Rose G. Nachon, Ph.D¹., *Jonalyn O. Ilagan², Norvi Grace A. Valderrama³, Xirna M. Flores⁴, Jeric V. Prudente⁵, Anna Liza C. Romantico⁶, Ellaine E. Santiago⁷

^1,2College of Teacher Education, Laguna State Polytechnic University

^3,4,7DepEd Schools Division Office of Laguna

^5,6DepEd Schools Division Office of Quezon Province

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400046

Received: 23 March 2025; Accepted: 27 March 2025; Published: 26 April 2025

ABSTRACT

This study utilized the descriptive correlational method in determining the influences of empathy on the leadership practices and management skills of school heads. This study involved one hundred public elementary and secondary school teachers from two school divisions. An online survey questionnaire was used to gather the perceived level of empathy of school heads, and the extent of their leadership practices, and management skills. The data gathered were analyzed using weighted mean and Spearman rho. The findings revealed that the school heads have a very high level of empathy, and demonstrate a very high extent of leadership practices and management skills. The perceived level of empathy of the school heads appeared to have a strong positive relationship with all aspects of both leadership practices and management skills except for controlling which showed a moderate positive correlation. The study concludes that the school heads’ level leadership practices and management skills are driven by empathy making them adaptable to varying circumstances that lead to positive outcomes.

Keywords – Empathy, leadership styles, management skills

INTRODUCTION

Empathy has become a talked-about trait, progressing from something “interesting” to something “essential” (McKeown, 2022).

Many leadership theories suggest that the ability to show empathy is an important part of leadership (Pathak, 2019; Görgens-Ekermans & Roux, 2021). It is considered a key part of emotional intelligence that is critical to being an effective leader (Sergey et al., 2020; Sheeba & Rebekah, 2023). It allows leaders to understand better other peoples’ perspectives and opinions (Marques, 2010) making the work environment more enjoyable and productive (Arghode et al., 2022). To achieve leadership effectiveness, leaders must develop empathy skills to their fullest potential (Sergey et al, 2020), that is, by enhancing a sense of leadership (Arghode et al, 2022) and becoming aware of when to listen (Grigoropoulos, 2020; Zivkovic, 2022) without becoming judgmental (Burmansah et al., 2020), comprehending the needs of others, and enabling them to understand other people’s emotions (Bailey, 2022), serving their subordinates (Jian, 2022), and having a greater understanding of interrelationships within the group (Weisz & Cikara, 2021; Zaki, 2020) using their emotional intelligence (Fianko et al, 2020; Jiang & Lu, 2020) to ensure successful outcomes (Aldrup et al., 2022).

Leaders with high empathetic skills lead the organization and its members to be effective at work and in the whole group (Homan et al, 2020). Consequently, leaders with low levels of empathy in leadership are neither attentive nor conscious of emotional reactions (Jiang & Lu, 2020; Nowack & Zak, 2020) and feel more effective only after giving some negative feedback (Simon et al., 2022; Zivkovic, 2022).

According to Kellett et al. (2002), when individuals perceive someone as a leader, it is often because they are impressed with their mental abilities and their ability to perform complex tasks. Yet, there is a small but growing body of conceptual work suggesting that the perception of someone as a leader is affected by their emotional abilities and soft skills (Cherniss & Boyatzis, 2013; Abdullahi et al, 2020).

Leaders are expected to do more than just sympathize with the members (Fianko et al, 2020; Jiang & Lu, 2020). Likewise, they are anticipated to display the capability of understanding and resolving needs, appreciating, and drawing on people’s talents, acknowledging others’ viewpoints in problem- solving, and considering them in decision-making which contributes to the understanding of leadership practices  (Tzouramani,  2017;  Jian,  2021)  thus, strengthening leader-employee relationships and eliminating shortcomings and mistakes (Moore et al, 2020; Odiaka, 2022).

Over the past two decades, significant research has addressed the relationship between empathy and leadership effectiveness (Simon et al., 2022; Elche et al., 2020; Arghode et al., 2022; Wibowo & Paramita, 2022) with emphasis on the leader’s ability to lead and influence followers (Bakker, 2023) to accomplish programs and projects toward attaining a set of objectives (By, 2021; Udovita, 2020). Therefore, a leader’s ability to lead and influence determines whether or not the followers are more likely to invest energy and commitment in their performance in the group (Khan et al, 2020). In relation, the leaders must be aware of the strengths of each of their followers to identify the areas where they need improvement and support (Bakker et al, 2023) to be more effective. Hence, building their trust and respect (Dehghanan et al., 2021).

In the same manner leadership practices are significant to achievement, management is likewise considered indispensable in practice and the close link between both is necessary for organizational success (McCauley et al., 2021). While leadership deals with the vision, direction, effectiveness, and results focusing on the top line, management focuses with establishing structures and systems to focus on the bottom line to get results (Luciano et al, 2020). Thus, the importance of these two principles in school operations cannot be denied.

This study which attempted to determine the influence of the level of empathy of school heads on their leadership styles and management skills may provide insights to promote more effective school leadership and management.

Objectives of the Study

The general objective of the study is to determine the influence of empathy on the leadership practices and management skills of school heads.

Specifically, it intended to determine the level of empathy of the school heads; the extent of their leadership practices and management skills; and the relationship between the perceived level of empathy and the extent of their leadership styles and management skills.

MATERIALS AND METHODS

A quantitative research method employing the descriptive correlational design was utilized in this study. This was deemed most suitable to analyze the association between the school heads’ level of empathy and the extent of their leadership practices and management skills.

A 4-part online survey instrument that utilized a 5-point Likert scale with a corresponding set of verbal interpretations was used to gather data. The first part of the questionnaire asks for the personal profiles of the respondents. The second part includes ten statements that helped describe the perceived level of empathy of school heads consisting of 10 statements (Cronbach’s Alpha=0.915). The third part consists of statements that intend to determine the extent of the leadership practices of the school heads consisting of 25 statements in 5 sub-sections including establishing a vision, involving others, improving academics, cultivating leaders, and managing academic settings (Cronbach’s Alpha=0.984), and the fourth part is to determine the extent of the management skills of the school heads consisting of 25 statements in 5 sub-sections, namely planning, controlling, organizing, leading and decision-making (Cronbach’s Alpha=0.988).

The respondents in this study were 100 public secondary and elementary school teachers from 2 school divisions. Twenty-three of them are males, 74 are females, while the 3 others preferred non- disclosure of their gender. Their age range is from 24 to 64 years old. Ninety-three of them hold positions ranging from Teacher I to III and only 7 of them hold Master Teacher I & II positions. Their length of service as teachers is between 1 to 35 years.

The data were analyzed using the Weighted Mean to describe the perceived level of empathy, leadership practices, and management skills of school heads. Spearman rho was used to determine the relationship between empathy, leadership practices, and management skills.

RESULTS AND DISCUSSION

Table 1 shows that the school heads have a very high level of empathy (4.35).

The top indicators include their ability to show care and concern for other people (4.54), being aware of other people’s feelings (4.49), and their belief that empathy is a strength rather than a weakness (4.48). Subsequently, the school heads appeared to have a high level of tendency to feel upset when someone is treated ungraciously by others (4.24) and have trouble figuring out when someone is happy (3.72).

High levels of empathy are crucial for school heads, as they play a vital role in supporting the school and ensuring student success (Grigoropoulos, 2020). Empathy allows school heads to establish a collaborative school climate (Darling-Hammond & DePaoli, 2020), communicate a common purpose (T Kilag et al, 2024), and develop distributed leadership (Berjaoui & Karami-Akkary, 2020).

Table 1. Perceived Level of Empathy of School Heads

Table 2 presents the perceived extent of leadership practices of school heads.

It shows that the school heads have a very high level of leadership when comes to establishing a vision (4.49). According to Juharyanto (2020), the characteristics of success of school principals include a clear vision, high-spirit performance… and active involvement in various school activities.

In particular, they define the path to improve school performance by setting a vision (4.56) that is centered on closing achievement gaps (4.51) and learning improvement (4.50). Gonzales (2020) articulated that a shared vision is an important process for amplifying success, increasing participation, and eroding the divide between project leaders and constituents

They also introduce evidence-based programs to improve performance (4.52) and support the teachers to ensure the attainment of goals (4.36). This is consistent with the views of Slavin (2020) who pointed out that programs with a strong evidence base… are likely to produce better outcomes… Further, making evidence a basis for program adoption would put education into a virtuous cycle of innovation, evaluation, and progressive improvements.

The table also reflects that the school heads manifest a very high level of initiative in involving others (4.53) including the internal and external stakeholders of the schools. As such, they value team effort to improve academic performance and learning environments (4.59) with emphasis on guiding teachers (4.56), encouraging collaboration, promoting proactive and joint decision-making (4.53), getting everyone involved in knowledge sharing (4.50) and empowering them in the process of program implementation (4.48).

The findings of Langrafe (2020) reinforce the following principles: knowledge and information sharing, mutual trust, involvement in the decision- making process, and alignment of stakeholders’ interests in the strategic planning process to create more value for organizations. These may help school managers improve their relationships with stakeholders and may encourage the implementation of practices and policies that consider stakeholders’ influence on the strategic direction of the schools whereby best practices, processes, and strategies in the management of educational institutions, which are important actors in the development of society, may be identified. These are also cognizant of the findings of Galvão et al. (2020) who affirmed that the relevant stakeholders must actively participate in both the creation and development of school programs to ensure their success.

Likewise, the data shows that the school heads have a very high level of leadership when it comes to improving academics (4.49). Specifically, they focus on quality and emphasize research-based programs and strategies to help improve teachers’ performance (4.52), proactively track students’ progress to determine how well the curriculum is working (4.48), look for training and skills development opportunities to equip teachers with competencies and knowledge to improve learning outcomes (4.60), assess instruction and to determine what areas need adjustments (4.43), and discusses the findings of the assessment with teachers and collaborates with them on implementing programs toward improvements in instruction (4.40).

These findings are supported by Bergmark (2022) who asserted that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted… which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes. Similarly, applying the principles of differentiation in tracking students’ progress entails proactively planning to achieve an optimal fit between curriculum and   instruction and students’ readiness, interest, and learning profile. Tomlinson and Jarvis (2023) also affirmed that a fundamental tenet of differentiation is that any attempt to tailor learning opportunities to student differences must be grounded in a high-quality curriculum support the foregoing views.

It can also be gleaned that the school heads have a very high level of leadership when it comes to cultivating more leaders (4.51). Specifically, working with others and preparing them to take the lead in some areas (4.55) appeared to be the top indicator of this aspect. They also manifested their willingness to lead and cultivate more leaders to provide better outcomes for students (4.53) and lead rather than merely influencing others (4.51). Empowering teachers and parents to help carry out the school’s vision and mission (4.49) is another way of cultivating more leaders. In consonance, Kjellström et al. (2020) stated that leadership development is a multifaceted phenomenon with a multitude of definitions and meanings. This means leadership development is equal to team development and is seen as a process of maturation of the team (Sheard & Kakabadse, 2004) and explores the facilitating role of formal participative leadership for enhancing team creativity indirectly by promoting shared leadership (Ali et al., 2020).

Furthermore, a high level of leadership in managing the academic setting was evident among the school heads (4.52). They ensure cooperation and safety to optimize student outcomes and engagement (4.58), establish achievement, orderliness, and safety (4.57), focus intently on forging positive relationships with parents built on trust and open communication (4.54), involve data and process management at the school (4.51) and set the tune to improve student engagement (4.44) at a very high level. These findings align with that of Qureshi et al (2023) who asserted that collaborative learning and engagement with the influence of social factors improve activities of students learning; therefore, their usage should be stimulated in teaching and learning in higher educational institutions as it influences students’ academic development.

Table 2. Perceived Extent of Leadership Styles of School Heads

Additionally, positive interpersonal relationships enhance individuals’ enthusiasm for learning (Mercer & Dornyei, 2020), which benefits sustainable learning success and self-confidence. The relationships between students and teachers and the perceptions students have of their teachers seem to be particularly influential on students’ engagement in academic undertaking (Amerstorfer & Freiin von Münster-Kistner, 2021).

Table 3 shows a very high extent of the management skills of school heads (4.47).

Distinctively, the school heads show a very high extent of planning skills as an aspect of management (4.46). They are perceived to create an environment where individuals can share their thoughts and ideas, as well as information with their teammates, superiors, and stakeholders (4.48), select goals and find ways how to achieve them (4.47), organize activities in line with set guidelines (4.45), communicate the goals and priorities of the organization (4.45) and formulates a set of actions or one or more strategies to pursue and achieve certain goals or objectives with the available resources (4.43). As the educational landscape continues to evolve, the role of school heads has become increasingly critical in ensuring the success of educational institutions. School heads are responsible for a wide range of duties, from managing the curriculum and delivering instruction to handling administrative tasks and addressing crises (Aureada, 2021).

Also, the school heads demonstrate a very high extent of controlling skills (4.48). They identify processes, policies, or practices that need improvement and initiate corrective action (4.54), establish standards for the school’s overall performance/output (4.52), monitor ongoing school- related activities (4.50), compare results with the standards set by the department (4.43) and provide effective instruction, and follows through with their commitments (4.42). Cognizant of these findings, school heads should use a remarkable leadership strategy in controlling organizational priority, reacting to the needs and challenges that impact teachers, guaranteeing that they follow the school’s rules, and tracking the success of all school activities (Aquino et al., 2021). It is likewise important for the school principals to provide supervision to control the work of the staff and guide them so that the work implementation process runs better (Komalasari et al., 2020).

Likewise, the school heads manifest a very high extent of organizing skills (4.48). It may be tracked by how they set the organization’s goals and priorities, assess the team’s achievements and failures, and assist members effectively (4.53). They also promote communication among different departments (4.48) and take decisive action after careful assessment of possibilities and consequences, consultations, and soliciting suggestions and ideas (4.47). Reviewing and evaluating the school’s progress toward meeting its goals and objectives (4.47), and allocating and arranging resources for the successful implementation of the plans (4.44) were also perceived to be at a very high extent. These agree with the findings of Aquino (2021) who affirmed that school heads should consistently demonstrate remarkable leadership practices in terms of organizing focused on providing continuing education, recognizing strengths and limitations, and establishing a stable atmosphere for a functioning professional relationship among teachers.

Table 3. Perceived Extent of Management Skills of School Heads

In addition, the respondents asserted that the school heads exhibit a very high extent of skills in leading the institution (4.47). This is characterized by the very high extent of assisting new employees on how to work quickly and do challenging job assignments while keeping track of their performance (4.51); interacting confidently and delivering great presentations (4.50); ensuring the completion of all tasks on time and strict adherence to policies (4.49); defining and modeling acceptable workplace behavior (4.48); and providing assistance in identifying gaps, and transforming unique ideas into reality (4.37). Along with these findings, school heads should focus on quality performance and unity in the workforce (Aquino, 2021). They should cultivate the three attributes of leadership, namely positive attributes, professionalism attributes, and solidarity attributes, which are the contributing factors to the school’s success. School heads who possess strong attributes are deemed capable of being effective leaders (Marasan, 2021).

Moreover, the respondents affirmed that the school heads have a very high extent of decision- making skills (4.48). Their most striking characteristic in this aspect of management are keeping in mind the institution’s success (4.52) and thinking about how their decisions may impact others (4.52). They feel responsible and accountable for the results of every decision they make (4.51). They know that making the right decisions helps the institution run effectively and smoothly (4.43) and dictates success in achieving organizational objectives (4.43). In connection with these findings is that of Mailool (2020), who affirmed that the principal’s decision-making skills, along with organizational commitment and school climate, had a positive and significant effect on the performance of vocational school teachers, both partially and simultaneously.

Also, making decisions in an education organization could run well by doing the right procedures of analyzing problems, developing solution   alternatives, making decisions after discussion, implementing the decision, and evaluating. The principal’s decision-making is a determinant of strategic policies in realizing programs at his/her school (Yan & Asemndri, 2021). Table 4 shows that there is a significant relationship between the perceived level of empathy of the school heads and the extent of their leadership practices in terms of establishing the vision, involving others, improving academics, cultivating leaders, and managing academic settings based on the computed p-values of 0.000 which is less than the threshold value of 0.05. Hence, the null hypothesis is rejected.

The computed r-values which are between +0.50 and +1 further imply a strong positive correlation between the perceived level of empathy of the school heads and each of the indicators of their leadership styles. This means that school heads who have a very high level of empathy tend to have a very high extent of leadership practices.

Empathy in leadership enhances the effectiveness of the leader as an individual and is of special importance, as it could motivate more current and future leaders to improve their empathy competency (Zivkovic, 2022). According to Jian (2022), leadership practice of empathy is a constructive process. Individuals whose skills and capacities are enriched with ethics, empathy, and compassion become effective leaders (Grigoropoulos, 2020). Leaders’ empathic attitudes and dispositions can positively influence organizational functions and coordination among employees for improved organizational performance and effectiveness (Arghode, 2022).

Empathy among educational leadership serves as a pilar for positive school culture and climate. Likewise, viable leadership practices and supportive leadership qualities ultimately influence school progress (Golberg, 2022).

Table 4. Relationship between the Perceived Level of Empathy and Perceived Extent of Leadership Practices of School Heads

No correlation = 0

Similarly, it can be gleaned from Table 5 that the perceived level of empathy of school heads is significantly related to the extent of their management skills in terms of planning, controlling, organizing, leading, and decision-making as seen in the computed p-values of 0.000 which is less than the threshold value of 0.05. Thus, the null hypothesis is rejected.

The computed r-values which are between +0.50 and +1, likewise, show a strong positive correlation between the perceived level of empathy of school heads and the indicators of the extent of their management skills, specifically on planning, organizing, leading, and decision-making. Whereas, in terms of controlling only a moderate positive correlation was observed based on the computed r-value that is between +0.30 and +0.49.

This means that when school heads have a very high level of empathy, they are also most likely to have a very high extent of management skills.

Dellu (2019) asserted that empathy is a determinant of inspiring strategic management. Leaders deliver the vision, establish long-term goals, and create unique standards and values that distinguish… and generate sustainable progress. Understandably, strategic management cannot thrive without prevailing empathetic leadership and the bursting sustenance of top management.

Table 5. Relationship Between Perceived Level of Empathy and Perceived Extent of Management Skills of School Heads

CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS

The study concludes that the level of empathy of school heads from the two school divisions strongly influences their level of leadership practices and management skills.

Because of being empathetic, they can establish a clear vision to improve school performance with team efforts, focus on quality, and emphasize research-based programs and strategies to help improve teacher performance, work with others, and prepare them to take the lead in some areas and ensures the cooperation and safety to optimize student outcomes and engagement.

Similarly, because of empathy, they can create an environment where individuals can share their thoughts and ideas, as well as information with their teammates, superiors, and stakeholders, identify areas that need improvement and initiate corrective action, set the organization’s goals and priorities, assess the team’s achievements and failures, and assist members in collaborating effectively, assist new employees in getting up to work quickly, doing challenging job assignments, and keep track of their performance and thinks of proper and right decisions that result in the success of the organization.

The data were obtained only from the first 100 respondents who completed the online survey on empathy, leadership practices, and management skills. It merely covers two school divisions.

Based on the conclusions presented, it is recommended that the school heads maintain a high level of empathy to sustain their leadership practices and continuously strengthen their management skills. Activities that may likewise develop empathy among the teachers may be undertaken to expose the teachers to leadership practices which could serve as their starting points toward the discovery of more timely and relevant practices that would address the needs of the learners and the community they serve, leading to the reinforcement of their management skills.

It is also recommended to create precise and uniform metrics for evaluating empathy and how it affects management and leadership. A thorough grasp of how empathy appears in various leadership circumstances can also be attained by combining quantitative and qualitative methodologies. Examining various educational contexts, such as public, private, and charter schools, would aid in determining whether the impact of empathy differs in each. Incorporating longitudinal studies to evaluate the long-term impacts of strong leadership on academic performance and overall outcomes would also be beneficial. Lastly, a more balanced view of empathy’s function in efficient school administration would be obtained by contrasting its impact with other leadership traits like decisiveness or strategic thinking.

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