A Phenomenological Study of Faculty Character Development in Implementing the Innovative Leader U Course at Universidad de Zamboanga
DOI:
https://doi.org/10.65339/ijsair.V2.I2.609Keywords:
Character Development, Faculty Development, Innovative Leader U Course, Leadership Education, Phenomenology, Reflective Teaching, Seven Habits, Values FormationAbstract
This qualitative phenomenological study explored the lived experiences of faculty members in relation to character development during the implementation of the Innovative Leader U Course at Universidad de Zamboanga. Anchored on character-based leadership, the Seven Habits framework, and adult development perspectives on reflective practice and meaning-making, the study examined how faculty members internalized leadership principles and translated them into their teaching, personal values, and professional identity. The study involved seven faculty members who had direct experience teaching the course. Data were gathered through one-on-one semi-structured interviews, supported by an interview guide with open-ended questions, and were analyzed using thematic, narrative, and phenomenological procedures. Findings revealed that faculty members experienced pedagogical transformation as they shifted from teacher-centered instruction to reflective, facilitative, and student-centered teaching. They also reported personal growth, improved patience, discipline, responsibility, accountability, empathy, emotional intelligence, and stronger awareness of their role as educators and leaders. The Seven Habits were internalized and applied in decision-making, relationships, time management, and daily responsibilities. However, faculty members encountered challenges related to workload, limited time, student engagement, fatigue, burnout, and competing responsibilities. The study concluded that the Innovative Leader U Course contributed to faculty character development, values formation, reflective teaching, and professional identity transformation. It recommended sustained faculty training, institutional support, mentoring, curriculum integration, program evaluation, and adequate instructional resources. The study aligns with SDG 4 on Quality Education, SDG 16 on Peace, Justice, and Strong Institutions, and SDG 17 on Partnerships for the Goals. Its sustainability impact lies in strengthening educational, institutional, socio-cultural, and governance sustainability through values-based leadership and character education.
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