Leadership Practices of Generation Z Higher Education Office Heads in Promoting Organizational Success
Rhea Camille Tabanay, Life Gabriel Osumo, John Rowuel Palabrica
Received: 26 July 2026; Revised: 04 September 2026; Accepted: 08 September 2026; Published: 14 September 2026
DOI: https://doi.org/10.66074/X4B7V1C8K
Abstract
The emergence of Generation Z professionals in leadership roles marks an important shift in higher education, yet little is known about how they lead within the Philippine context. This study explored the leadership practices, challenges, and conceptualizations of effective leadership among Generation Z office heads in higher education institutions in North Cotabato, Philippines. Guided by Mannheim’s Generational Theory, Social Exchange Theory, Transformational Leadership Theory, and Leader–Member Exchange Theory, the study used a qualitative descriptive design. Fifteen Generation Z office heads were purposively selected through maximum variation sampling. Face-to-face semi-structured interviews were conducted in Bisaya, audio-recorded, transcribed verbatim, translated into English, and analyzed using Braun and Clarke’s six-phase thematic analysis. Results showed that leadership practices were characterized by collaborative–participative leadership, communication-centered leadership, structured yet flexible management, and empowerment and trust-building. The challenges encountered included generational and authority gap, resistance to change and innovation, team diversity and dynamics, and workload complexity and institutional pressure. Effective leadership was conceptualized as adaptive and innovative, inclusive and empathetic, technology-driven, and collaborative and purpose-driven. The findings show that Generation Z office heads emphasize collaboration, communication, adaptability, empowerment, empathy, technology, and shared purpose while managing intergenerational tensions and institutional demands. Their leadership is shaped by generational identity, workplace relationships, institutional expectations, and changing organizational conditions. The study offers context-specific insights for leadership development, mentoring, succession planning, change management, and higher education administration, as well as for future institutional leadership development initiatives. Findings should be interpreted within the institutional and cultural context of North Cotabato.
Keywords: educational leadership; generation Z leadership; perceived leadership effectiveness; Philippine higher education management; transformational leadership
Corresponding Author Information: Central Mindanao Colleges, Kidapawan City, Philippines; losumo@cmc.edu.ph
Volume 2, Issue 3, September 2026