UNIVERSITY OF RIZAL SYSTEM

Antipolo Campus
GRADUATE SCHOOL

CURRENT TRENDS IN
EDUCATIONAL MANAGEMENT
Anthony O. Gonzales
Ma. Nazarene Joy Pangarotan
Marissa Shierley Rose Castro
Jocil Dumangas
Glend Mandal
EM 211 – EDUCATIONAL LEADERSHIP Eleanor D. Reyes
MAED EM Students
DR. DANILO CASTRO TONGOHAN
Professorial Lecturer
 UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus
GRADUATE SCHOOL

CURRENT TRENDS IN
EDUCATIONAL MANAGEMENT
WOMAN AND LEADERSHIP

Jocil C. Dumangas
MAED EM Student
EM 211 – EDUCATIONAL LEADERSHIP

DR. DANILO CASTRO TONGOHAN

Professorial Lecturer
Learning Objectives
• Identify women
and leadership
• Discuss some key
points about
women in
educational
leadership.
Introduction/Overview
In the old times, women were confined to the homes, were not
allowed to vote, and were not even entitled to own properties. But
those days have long been gone.

Women representation in educational leadership has been

documented globally over decades. Current statistics and literature
on women in educational leadership is somehow encouraging. This
is because recent trend shows an expansion in the proportion of
women in different educational leadership positions. Women
leadership has been acknowledged positively in all education
agencies that are led by women. As a result, negative views
regarding women’s ability to lead have been proved wrong.
Different leadership approaches adopted by women leaders have
been a tool in enhancing successful leadership.
 Discussion
Corazon Aquino, in full Maria
Corazon Aquino, née Maria
Corazon Cojuangco, (born
January 25, 1933, Tarlac province,
Philippines—died August 1, 2009,
Makati), Philippine political leader
who served as the first female 
president (1986–92) of the 
Philippines, restoring democratic rule
in that country after the long 
dictatorship of Ferdinand Marcos.
 Discussion
Women in educational leadership
in the Philippines have made
significant strides over the years.
The country has witnessed an
increase in the number of women
taking up leadership positions in
various educational institutions,
both at the national and local
levels. Here are some key points
regarding women in educational
leadership in the Philippines:
Women in educational leadership:

• Representation and
1 Progress

2 • Policies and Initiatives

3 • Challenges and Barriers

Women in educational leadership:

• Women’s Organizations
4 and Networks

• Role Models and Success

5 Stories

• Emphasis on Women’s
6 Education
Women in educational leadership:
• Representation and
1 Progress

Women have been actively involved in the

education sector in the Philippines, and their
representation in educational leadership roles
has been steadily increasing. Many women
have held high-ranking positions such as
school principals, superintendents, and
directors of educational departments.
Philippines and Nepal has
the highest percentage of
parliamentary seats held by
women.
Womens’ representation in
the political structure has
always been a waxing issue
for the Asian countries. The
World Bank data shows that
over the last decade the
socio-political changes have
offered women opportunities
to participate in the political
structure and as a result the
number of women
parliamentarians has seen a
significant increase.
Women in educational leadership:
2 • Policies and Initiatives

The Philippine government has implemented policies

and initiatives to promote gender equality and
empower women in educational leadership. The
Magna Carta for Women (Republic Act 9710) aims to
eliminate discrimination against women in all
spheres of society, including education. Additionally,
the Philippine Commission on Women (PCW) works
towards advancing women's participation and
leadership in various sectors, including education.
Women in educational leadership:
3 • Challenges and Barriers

Despite progress, women in educational

leadership still face challenges and
barriers. Gender stereotypes and cultural
norms can hinder women's access to
leadership positions. Balancing work and
family responsibilities can also pose
challenges for women in leadership roles.
Women in educational leadership:
• Women’s Organizations and
4 Networks
 Various organizations and networks in the
Philippines support and empower women in
educational leadership. The Women
Administrators in Public Schools (WAPS) and
the Women's Educational Leadership and
Empowerment Conference (WELEC) are
examples of platforms that provide support,
networking opportunities, and capacity-
building programs for women leaders.
Women in educational leadership:
• Role Models and Success
5 Stories
There are numerous inspiring women in
educational leadership who have paved the
way for others. Women like Dr. Patricia B.
Licuanan, former Chairperson of the
Commission on Higher Education (CHED),
and Dr. Lourdes R. Baetiong, former
President of the Philippine Normal University,
have made significant contributions to
education in the country.
Women in educational leadership:
Patricia B. Licuanan is a social
psychologist, educator, and women's rights
and empowerment activist. As an academic
she has been professor and chair of the
Department of Psychology and academic
vice-president of Ateneo de Manila
University and president of Miriam
College.

Dr. Lourdes R. Baetiong,

former President of the
Philippine Normal University,
Women in educational leadership:
• Emphasis on Women’s
6 Education
Recognizing the importance of education in
women's empowerment, the Philippine
government has prioritized initiatives to
promote girls' education and women's access
to quality education. This emphasis on
education serves as a foundation for
encouraging women to pursue leadership
roles in the educational sector.
PRESIDENTIAL PROCLAMATION NO. 227 SERIES
OF 1988 DECLARES THE OBSERVANCE OF THE
MONTH OF MARCH AS WOMEN’S ROLE IN HISTORY
MONTH AND REPUBLIC ACT NO. 6949 SERIES OF
1990 DECLARES MARCH 8 OF EVERY YEAR AS
NATIONAL WOMEN’S DAY WHICH AIMS TO GIVE
RECOGNITION TO THE CONTRIBUTIONS OF
FILIPINO WOMEN IN OUR SOCIETY.
 CONCLUSION
Women in educational leadership in the Philippines
are making notable strides, supported by
government policies, organizations, and initiatives.
However, ongoing efforts are necessary to address
the remaining challenges and ensure continued
progress in promoting gender equality and women's
empowerment in educational leadership.
 REFERENCES:

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