Orbits of Empathy: Understanding as a Component of Humane-Driven Leadership

Abstract

This phenomenological study was conducted to investigate deeply the meaning of empathy as it is lived and constituted in the awareness of a selected group of academic bureaucrats: the college chairs, deans and directors whom collectively demonstrate their school leadership practices, the orbits of empathy in terms of: empathic concern (caring), empathic perspective (focusing viewpoint), and emphatic feeling (interpersonal sensitivity) in the Romblon State University System in the Province of Romblon, Philippines. Additionally, the problems encountered by the respondents with their respective subordinates regarding empathy in maintaining smooth relationship and vibrant working environment within the college/campus. The value of empathy in the college/university leadership practice cannot be overrated. No educational leaders can recognize and appreciate the joy of human growth and development without empathy. In other words, empathy is imagining yourself in somebody else’s skin: feeling what they feel and seeing yourself and the world from their point of view (Brandt, 2018). A semi-structured (Patton, 1990) and in-depth interview was conducted. Field texts were analyzed via a repertory grid. Through continual comparative analyses, an interesting set of conceptual categories were described notably the natural and humane side of an empathetic leader. Data categories have undergone extra analyses yielding themes and sub-themes that marked or captured the central phenomenon, which served as the core of this study. The respondents of this study were Five (5) Deans, Eight (8) Directors, and Twenty-Five (25) Chairpersons with a total of 38 respondents. This study had identified the school leadership practices of the academic bureaucrats on the orbits of empathy: Under empathic concern (caring) are: a) Magic Words, b) Considers Emotions and Preparedness, c) Worth Dialogue, d) Sincere Recognition, and e) Inspire and Influence People; In empathic perspective (focusing viewpoint): a) Open Communication, b) Creativity and Innovativeness, c) Fairness and Firmness, d) Highlights Collaboration, and e) Credibility; and in the emphatic feelings (interpersonal sensitivity): a) Understand and Respect Diversity, b) Avoid Marites, c) Self-Realization, d) Humility, and e) Maturity (Transcendent).  Finally, based on the findings of this study, the humane-driven leadership framework was strategically formulated. Fascinatingly, this framework could possibly boost the educational leader’s humaneness in influencing people, understanding differences, bring-out the full potential of each member, and be able to build a boom of solidarity in achieving the vision, mission, goals and objectives of the institution.