Humility as a spiritual value among educational leaders in higher education in vietnam dr

Humility as a Spiritual Value among Educational Leaders in Higher Education in Vietnam Submitted to The College of Education Graduate School Faculty DE LA SALLE UNIVERSITY-MANILA In partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Education Major in Educational Leadership and Management Nguyen Dang Nguyen June, 2015 De La Salle University APPROVAL SHEET [This dissertation hereto entitled: HUMILITY AS A SPIRITUAL VALUE AMONG EDUCATIONAL LEADERS IN HIGHER EDUCATION IN VIETNAM Prepared and submitted by NGUYEN DANG NGUYEN in partial fulfillment of the Fequirements for the degree of Doctor of Philosophy in Education major in Educational Leadership and Management has been examined and recommended for acceptance for (ORAL EXAMMINATION Attias Adviser ho | |Approved by Committee on Oral Examination with a grade of PASSED on June 4, 2015 ROBERTO T BORROMEO, Ph.D hair MINIE ROSE LAPINID, Ph.D Member MARICAR PRUDENTE, Ph.D Member Ds Araria Utwieda, © dee MARIA VIRLINDA TEE, Ph.D Member ccepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education major in Educational Leadership and Management GARCIA, Ph.D FSC, College of Education ACKNOWLEDGEMENT First of all, I would like to express my deepest gratitude to my advisor, Sr Teresa Yasa, who spent a lot of precious time reading my manuscript and giving valuable comments Without her good care and constructive critical guidance, { would not have gained achievements and the fulfillment of my dissertation would not have been possible Lam deeply grateful to the distinguished members of the panel, Dr, Roberto T Borromeo, Dr Jocelyn Cruz, Dr Minie Rose Lapinid, Dr Maricar Prudente and Dr Maria Virlinda Tee, for their suggestions and comments which contributed much to the substance of this paper Iam grateful to all the DLSU staff members of College of Education, Department of Educational Leadership and Management for constantly giving me gentle reminders that contributed positively in my goal to finish my dissertation I highly appreciate the support from United Board for Christian Higher Education in Asia during my post-graduate course I would like to thank all my DLSU professors for their help and valuable materials during the initial stage of the study I would also like to say my special thanks to my PHDELM classmates for working with me in our classes and providing me with brilliant ideas I would like to express my appreciation to all the deans and vice deans of Vietnam National University-HCMC for their enthusiastic cooperation for the success of the research | also appreciate Dr Jeff Elliott for allowing me to use his Humility Scale Lastly, I would like to express my utmost love to my family, my wife and my daughter, who are always there to extend their encouragement ABSTRACT Hu ity as a spiritual value in leadership is not a new topic in the literature However, there is insufficient empirical research into the spiritual dimension of humility in educational leadership in Eastern countries, This study was therefore an attempt to contribute to the current literature by aiming to explore conceptions of humility as a spiritual value among educational leaders in higher education in Vietnam The study used a multiple case study design The face-to-face interviews produced the qualitative data as the major part of the evidence The participants in the interviews were the selected deans of the schools in Vietnam National University-Ho Chi Minh City There was initially a survey to confirm the perceptions of humility among the deans and finally six of them who had the highest scores in the survey were identified as the exemplars and accordingly selected as the participants in the interviews There were also additional interviews with the vice deans for the affirmation of the initial findings from the interviews with the deans Participants’ responses were used to form the bases for analysis of qualitative data from which categories and themes were emerged Specifically, the data were tabulated and interpreted through a content analysis, according to which the five common themes emerged as the research findings, including the four themes that are consistent with conceptualizations of humility in previous studies and the unique one that is believed to be influenced by spiritual traditions in Vietnam, Below are the research findings: (1) The deans conceived humility as ‘ye/f-acceptance’, that is, they were humble enough to acknowledge both strengths and weaknesses in order to face up to challenges since they accepted the reality that nowhere on earth is perfect (2) The deans conceived humility as ‘a desire for collective success’, that is, they had a sense of purpose beyond their own success and were ambitious for the larger cause of an enduring great school (3) The deans conceived humility as ‘openness io lifelong learning’, that is, they were open to learning from all people and things to achieve standards of excellence to become goodto-great leaders (4) The deans conceived humility as ‘respect for others’, that is, they expressed their awareness of collective force and thus had empathy with others and were aware of giving them opportunities for personal and professional development so that they are willing to cooperate with those in need (5) Uniquely, the deans attributed their valuing of the other to their ‘beliefin innate goodness’, that is, they expressed optimism about their commitment to transforming society and had confidence in potential relationships they built for such transformation In the context of Vietnam where belief in innate goodness is as distinctive as influenced by popular Eastern spiritual traditions, namely Buddhism, Taoism, Confucianism and Christianity, the researcher suggests that it is essential to include ‘Belief in innate goodness’ as a separate construct in the final framework and thus calls for further studies on this particular component of humility Based on the findings of this study, the framework of humility as a spiritual value among educational leaders in higher education in Vietnam was developed, including the five core components namely: (1) Self-acceptance; (2) A desire for collective success; (3) Openness to lifelong learning; (4) Respect for ot sy and (5) Belief in innate goodness Succession planning programs in educational institutions in Vietnam may be improved by having more emphasis on these components of humility Instruments may be developed with the inclusion of these components to examine the extent to which educational leaders demonstrate humility as a spiritual value asit relates to their leadership effectiveness TABLE OF CONTENTS Title CHAPTER 1: INTRODUCTION INTRODUCTION: & REVIEW OF RELATED Page LITERATURE THE CONTEXT REVIEW OF RELATED LITERATURE Humility as a spiritual value across cultures Western conceptualizations Eastern conceptualizations Humility in spiritual traditions in Vietnam Humility from the Buddhist perspective Humility from the Taoist perspective Humility from the Confucian perspective 28 Humility from the Christian perspective 30 Humility as a spiritual value in educational leadership 34 Humility as simple respect 34 Humility as professional will SYNTHESIS AND THE THE CONCEPTUAL STATEMENT RESEARCH GAPS FRAMEWORK OF THE PROBLEM SIGNIFICANCE OF THE STUDY SCOPE AND CHAPTER LIMITATIONS OF THE STUDY 2: METHOD DESIGN 45 THE PARTICIPANTS 46 The criteria for selecting the participants 46 Identifying the exemplars RESEARCH The profile of the cases DATA COLLECTION TECHNIQUE Observations Interviews 53 DATA ANALYSIS TECHNIQUE 55 CHAPTER 59 3: RESULTS AND DISCUSSIONS, Case 60 Case 89 Case 113 Case 133 Case 151 Case 173 CROSS-CASE ANALYSIS 196 DEVELOPING AMONG A FRAMEWORK EDUCATIONAL OF HUMILITY LEADERS IN HIGHER AS A SPIRITUAL VALUE EDUCATION 203 IN VIETNAM CHAPTER 4: CONCLUSIONS AND RECOMMENDATIONS 204 REFERENCES 206 APPENDICES TABLES Table 1: Humility as a spiritual value across cultures 22 Table 2: Humility in Level Five Leadership 35 Table 3: Humility as a spiritual value across cultures 40 Table 4: Sample tabulated analytical procedure 38 Table 5: Tabulated presentation of responses and analysis of Case 6l Table 6: Tabulated presentation of responses and analysis of Case OL Table 7: Tabulated presentation of responses and analysis of Case 114 Table 8: Tabulated presentation of responses and analysis of Case 134 Table 9: Tabulated presentation of responses and analysis of Case 152 Table 10: Tabulated presentation of responses and analysis of Case 175 Table 11: Summary of the results of the analysis of data for the six cases 197 Table 12: Synthesis of the themes with the current literature 202 Figure 1: Addition of unique Eastern humility components 21 Figure 2: Humility in spiritual traditions in Vietnam 33 Figure 3: ‘The whole concept of humility in educational leadership as being on 38 FIGURES Level Five Leadership Figure 4: A priori conceptual framework for understanding humility as a spiritual value among educational leaders in higher education in Vietnam Figure 5: A generic organization chart for a university campus 47 Figure 6: Coding process Figure 7: Procedure of data analysis Figure 8: A visual presentation of the emergent framework of humility in Case 88 Figure 9: A visual presentation of the emergent framework of humility in Case 112 Figure 10: A visual presentation of the emergent framework of humility in Case Figure 11 A visual presentation of the emergent framework of humility in Case 150 Figure 12: A visual presentation of the emergent framework of humility in Case 172 Figure 13: A visual presentation of the emergent framework of humility in Case 195 Figure 14 A framework of humility as a spiritual value among educational leaders 203 in higher education in Vietnam 56 Rushing, S (2013) Comparative Humilities: Christian, Contemporary, and Confucian Conceptions of a Political Virtue Volume 45, Number Northeastem Political Science Association Montana State University Sandage, S.J (1999) An ego-humility model of forgiveness Marriage and Family: A Christian Journal, 2(3); 259-276 Schein (2006) Leadership Competencies: A Provocative New Look in The Leader of the Future 2: New Visions, Strategies, and Practices for the Next Era edited by Frances Hesselbein, Marshall Goldsmith (San Francisco, CA: Jossey-Bass) Senge, P (1990) The Fifth Discipline: The Art and Practice of the Learning Organization New York: Doubleday/Currency Shattock, M (2003) Managing Successful Universities, Berkshire: McGraw-Hill Solomon, J., & Hunter, J (2002) A psychological view of spirituality and leadership: Finding meaning through Howard Gardner's notion of existential intelligence School Administrator 59(8), 38-41 Sparks, D (2001) Why change is so challenging for schools: An interview with Peter Senge Journal of Staff Development, 22(3): 42-47 Sternke, J A (2011), Good to Great: A Case Study of the Leadership Traits and Behaviors of ‘School Superintendents in Exemplary School Districts Cardinal Stritch University Tangney, J P (2000) Humility: Theoretical perspectives, empirical findings and directions for future research, Journal of Social and Clinical Psychology, 19: 70 82 Templeton, J M (1997) Worldwide Laws of Life Templeton Foundation Press, Philadelphia The Analects of Confucius (1994) The Analects of Confucius, Sinolingua: Beijing, China 217 The Catholic Encyclopedia (2012) Humility New Advent http://www newadvent.org/cathen/07543b.htm Thich, N H (2003) Joyfiilly Together: The Art of Building a Harmonious Community Parallax Press Tjan, A K (2011) Why Some People Have All the Luck Harvard Business Review Tran, D H (1996) “Con người Việt nam với truyền thông van hod Nho gido hod.” In Dén hién đại từ truyền thơng Hanoi: Văn Hóa Publisher Tu, W M, (1979) Humanity and self-cultivation: Essays on Confucian thought Berkeley, CA: Asian Humanities Press Turknett, R L & Turknett, C N (2005) Decent People, 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Servant Leadership Model: Explaining How Leaders and Followers Interact in a Circular Model, Regent University Winston, B & Ryan, B (2008) Servant leadership as a humane orientation: Using the GLOBE study construct of humane orientation to show that servant leadership is more global than Western International Journal of Leadership Studies, 3(2), 212-222 Worthington, E, L (1998) An empathy-humility-commitment model of forgiveness applied within family dyads, Journal of Family Therapy, 20(1): 59-76 Wren, J T (1995) The Leader's Companion New York: The Free Press Yang, K S & Ho, David Y F (1988) The Role of Yuan in Chinese Social Life: A Conceptual and Empirical Analysis Asian Contributions to Psychology New York: Praeger Publishers: 263-281 Yu-Hsi, C (2007) The Buddhist Perception of Humility International Network on Personal Meaning Department of Religious Studies, Fo Guang University, Taiwan, 219 Zaharis, M C (2014) Understanding the Leadership Practices and Perceptions of School Leaders As They Relate to the Dimensions of Spiritual Leadership and Exemplary Leadership Practices A Dissertation submitted to Concordia University in partial fulfillment of the requirements for the degree of Doctor of Education 220 APPENDICES APPENDIX A Elliott's (2010) 32-item Humility Self-Report Scale Please circle the response that most accurately describes you I= STRONGLY DISAGREE 2-DISAGREE 3-UNCERTAIN 4-AGREE S-STRONGLY AGREE J When it seems like God is ignoring my prayers, I become frustrated 2345 Tenjoy spending time reflecting on the majesty and power of nature 2345 Tis easy for me to accept the honest criticism of a friend, 2345 When asked I can give an accurate assessment of my personal strengths 2345 Toften spend time thinking about my personal inadequacies 2345 When T have put myself out jor another, [want them to acknowledge my 2345 Toften feel bad for wanting more, when so many have less than me 3.4 The challenges ahead of me offen cause me to feel overwhelmed 23.4 When asked to something, 234 sacrifice qualified | usually think of others who are more TÔ During times of prayer/meditation, [reflect on areas in my life where I need improvement 2345 TI When someone else is heing recognized, Tthink about my accomplishments 3.4 12 [feel honored when others ask Jor my help 23465 73 2345 Toften struggle with being selfish 14 Compared to the greatness and vasiness of the universe, feel so significant 2345 15, Ti frustrates me, when others are praised and Tam not 2345 221 16, Idon’thave my act together the way I'd like 23 17, Recently, Ihave felt ashamed of my arrogance 18 Toften wish Twas as talented as my peers 23 19 23 When I don't know an answer, | get upset because I think I should have 20 I get angry with know-it-alls 21, When I see inspiring examples, it reminds me of whatI could be 23 22 When confronted with my mistakes, my first response is to explain why T did it 3 $ $ 23 Tam deeply touched when others sacrifice for me 23 24 Ti is hard for me to accept others” praise because [ am far from perfect 23 25 Mirritates me when people below me don't fulfill their responsibilities 23 26 [feel valuable doing “lowly” things for others 23 27 When friends ask for my counsel, I feel like “why me”? 23 28 When I get in trouble, itis important to me to be able to explain what happened 23 29 Tiry to downplay my part when I help others 23 301 Death usually reminds me how needy Tam 23 § 31 When Ihave been confronted with the reality of death, it causes me to think how quickly life passes by 32 Tam usually quick to rationalize my failures 23 22 5 APPENDIX B REQUEST LETTER Dr Jeffrey Charles Elliott University of Tennessee Email: jelliotS@utk.edu July 6, 2014 Dear Dr Elliott, My name is Nguyen Dang Nguyen I am from Vietnam and I am connected to Vietnam National University-Ho Chi Minh City, Vietnam I am a doctoral student at De La Salle University-Manila, the Philippines I am interested in "Humility as a Spiritual Value among Educational Leaders in Higher Education in Vietnam" as my topic of study in the Doctoral Program for Educational Leadership T have read several dissertations on the subject and found that your “32-item Humility Self-Report Seale” adequately covers the conceptual definition of humility, especially the most favorable theoretical definition by Tangney (2000), and has shown divergent and concurrent validity Moreover, the scale items so much cover the conceptual framework that I would like to use it in the survey phase L would like to pursue your permission to use it in my study Please instruct me on how to go about the request ‘Thank you for your help I look forward to an opportunity to visit with you personally Nguyen Dang Nguyen Email: nguyen nguyen(2dlsu.cdu.ph Phone; +639151197797 (Philippines); +84903977677 (Vietnam) De La Salle University-Manila, the Philippines 223 Dear Sir/Madam, Greetings of Peace! ‘This is to request permission ftom your good office for the undersigned to personally administer a survey questionnaire and conduct personal interviews regarding deans’ perceptions on humility as a spiritual value in higher education in Vietnam This survey is a part of the requirements for the Degree of Doctor of Philosophy in Education, major in Leadership and Management submitted to the College of Education Graduate School Faculty, De La Salle University-Manila Please be assured that all the data that will be gathered from this survey shall be held strictly confidential and will be used for academic purposes only However, we are very much willing to share the knowledge and the information resulted from this study if requested which could help your institution as part of the succession planning program Cognizant of your institution’s support for the conduct of educational research, we are confident that this request will merit your favorable response Your invaluable support to this endeavor is greatly appreciated Thank you! Nguyen Dang Nguyen Email: nguyen_nguyen@dlsu.edu.ph; Phone: +84903977677 De La Salle University-Manila, the Philippines 224 APPENDIX E Certificate of Translation My name is Le Hoang Dung I was born in 1977 in Long An, Vietnam Present job: Dean/ Full-time senior lecturer of Faculty of English Linguistics & Literature, University of Social Sciences & Humanities, Vietnam National University-HCMC, I graduated as a BA in English from University of Social Sciences & Humanities, Vietnam National UniversityHCMC in 2001 and have been teaching there since then I took my MA degree in Teaching English to Students of Other Languages (TESOL) at University of Social Sciences& Humanities, Vietnam National University-HCMC took my PhD degree in Educational Leadership and Management at De La Salle University, Manila, the Philippines This certificate is to certify that I translate the transcripts of the questionnaires and the interviews of the dissertation “Humility as a Spiritual Value among Educational Leaders in Higher Education in Viernam” by Nguyen Dang Nguyen from the English version into Vietnamese Best regards, Le Hoang Dung PS Kindly see the attachment helow for my profile 225 ACADEMIC CURRICULUM VITAE L PERSONAL INFORMATION Full name: LÊ HOÀNG DŨNG Gender: Male Civil status: Married Nationality: Vietnamese Year of Birth: 1977 Place of Birth: Thanh Phu Long, Chau Thanh Dis ict, Long An Province, Vietnam Email: Ichoangdung@hcmussh.edu.vn/ Ichoangdungef@ gmail.com Cell phone: 0903 870 160 Present job: Dean/ Full-time Lecturer of English, Faculty of English Lingu nces and Humanities, Vietnam National University-Ho Chi Minh City s and Literatu University of Social Office: Rm A112, 10-12 Dinh Tien Hoang Street, District 1, Ho Chi Minh City, Vietnam Office Tel.: (+84) 38243328 Foreign languages: English (Advanced) & German (intermediate) H EDUCATIONAL BACKGROUND Time Degree earned 2005-2008 | Doctor of Philosophy in| Education, major in Educational Leadership | & Management Institution Educational Leadership & Management Department, College of Education, De La Salle University-Manila (Dissertation tire: Towards a strategie direction for internationalization of Honors / Scholarship received GPA: 3.905/4 UBCHEA Scholar | (nied Board for Christian Higher Vietnamese HEIs) 2000-2004 | MA (Master of Arts in| University of Social Sciences & Teaching English to Humanities, Vietnam National Speakers of Other University-HCM (Thesis tile: How | Languages—TESOL) _| can reading skills assist the teaching | and learning of L2 Writing?) 1994-1998 | BA (Bachelor of Aris in Department of English Linguistics English Linguistics & &Literature, Univer ocial Literature) Sciences & Humanities, Vietnam National University-HCM 226 Education in Asia, US) SYLFF Fellowship recipient (The Ryoichi Sasakawa Young L eaders Fellowship Fund Program, Japan) One of the top ten graduates of the batch I, OTHER PROFESSIONAL TRAINING Time 2013 2011 Course/ program attended Training Workshop on Enhancing Governance Capacity | of Vietnam National University Training Workshop on Transformational Leadership and | Organizational Change Training Workshop for Assessors at Programme Level by | AUN-QA Criteria Training Workshop for Assessors at Programme Level by | AUN-QA Criteria Training Workshop on Project Writing and Management _| 2010 Training Workshop on AUN-QA 2013 2012 2011 2009 IV Training Workshop on Quality Assurance Held by (institution) Held by VNU-HCM and CHEER (US), Ho Chi Minh City October., 2013 Held by VNU-HCM and CHEER, Ho Chỉ Minh City March, 2013 Held by VNU-HCM, Ho Chi Minh City, Sep 2012 Held by VNU-HCM, Ho Chi Minh City, Oet, 2011 Held by VNU-HCM, Phan Thiet City, June 2011 Held by VNU-HCM in collaboration with AUN-Secretariat, May 2010, HCMC Department of Quality Assurance and ‘Testing (MOET), Dec 2009, Hanoi | WORKING AND TEACHING EXPERIENCE Time 2013-present Status /Position | Dean | Instimtion Faculty of English Linguistics & Literature, University of Social - Being a member of The National Foreign Vietnam National University-HCMC HCM) Sciences & Humanities, 2012-presenL 2008- 2012 Vice Director Vice Dean, Full-time lecturer Description of the major job/ teaching = Leading & managing the Faculty Languages Project 2020 (of USSH & VNU- ~ Being Advisor to the Board of Directors of Center for Foreign Languages, USSH, VNU- Institute of University HCM - In charge of Leadership programs of UG ‘Vietnam National ~ Member of CIDA project Governance (IUG), University Faculty of English -In charge of Student affairs and Quality Linguistics & Literature, | Assurance (AUN-QA); | University of Social Sciences & Humanities, | - Teaching Masters courses Vietnam National University-HEMC 2009- present 2009-2012 | Visiting lecturer Vice Director Ho Chi Minh City Open University Center for Foreign - Mentoring Masters student; Being an member of the Faculty Scientific Committee; Thesis Examiner, etc | Teaching MA courses Mentoring MA students; MA Thesis examiner ~ In charge of Academic affairs, curriculum Languages, University of | designing & organizing workshops Social Sciences & Humanities 227 N No L RESEARCH PAPERS, PRESENTATIONS AND PUBLICATIONS Title Challenges in development of English proficiency —a perspective from Vietnam 2012 Translation of “Ashes” by Nguyen Trong Nghĩa 2012 The importance of faculty and | 2012 staff's awareness in building USSH Internal Quality Assurance System What should an academic 5, Report [ 2013 Transferability of undergraduate courses in English Language Teaching among ASEAN universities: issues and suggestions Year of Publication/ faculty prepare for AUN-QA accreditation? 2011 Testing of English for graduate | 2009 study at VNU-HCM —A, question of objective and quality 228 Publisher /Place of research paper presented Paper presented at the “Forum on English for ASEAN integration” held by the Universiti Brunei Darussalam, Brunei, Nov 2013 Paper printed in Proceedings of USSH"s International Conference on English Language Teaching in ASEAN Universi (ICELT2012) University of Social Sciences & ‘Humanities, HCMC, Dec./2012 Participant in “A Study, Introduction and Translation of Short Stories by Vietnamese Writers in Ho Chi Minh City,” Aug 2012 (Code: B2010-18b-03); printed in a book entitle “Embracing life” Paper printed in Proceedings of “USSH Quality Seminar 2012.” University of Social Sciences & Humanities, HCMC, June/2012 Paper printed in Proceedings of USSH"s Quality Assurance Conference University of Social Sciences & Humanities, HCMC, June/201 Paper presented at the Seminar on English testing for Graduate Study at VNU-HCM Dee 2009, HCMC: VNU-HCM APPENDIX E Reliability analysis of the total scale items STD DEV ITEM 01 1.3128 ITEM 02 TTEM 03 ITEM 04 1.0033 071 5568 TTEM 05 1.0033 ITEM 11 TTEM 12 8103 „0110 ITEM TTEM ITEM ITEM ITEM 06 07 08 09 10 3171 6880 S774 20532 6245 ITEM ITEM ITEM ITEM ITEM 13 14 15 16 17 5416 7071 6403 7071 5972 ITEM 19 ITEM 20 ITEM 21 7461 8813 5568 ITEM 18 7071 ITEM22 ITEM TTEM ITEM ITEM ITEM ITEM ITEM ITEM 23 24 25 26 27 28 29 30 Cronbach’s Alpha 9574 i 2.4800 2.8400 2.6000 3.1600 3.0400 2.3600 = 229 7536 T5T2 6110 7141 6880 6455 8505 7348 6377 APPENDIX G Descriptive statistics (total seale items) RESPOND! RESPONDENT RESPONDENT RESPONDENT4 RESPON TOTAL SCALE ITEM MEAN z9 1.97 2.08 1.93 ITS 1.97 RESPONDENT 2.14 RESPONDENT 2.26 RESPONDENT RESPONDENT RESPONDENT RESPONDENT RESPONDENT RESPONDENT RESPONDENT RESPONDENT RESPONDENT RESPONDENT 13 14 15 16 17 18 19 20 21 RESPONDENT 2.04 23 RESPONDENT 10 RESPONDENT 11 RESPONDENT 12 ae 2.09 RESPONDENT 22 1.18 RESPONDENT 23 RESPONDENT 24 RESPONDENT 25 214 157 207 230 NDIX D: SEMI-STRUCTURED INTERVIEW QUERIES How educational leaders in higher education in Vietnam conceive humility as ‘Valuing of the self’ in terms of (1) Self-acceptance, (2) Showing modesty, acknowledging one's weaknesses, and (3) An accurate view of self, recognizing one’s strengths? Possible probing: © © Š How you view challenges in the context of your school? Inwhat way are you aware of creating new opportunities to overcome challenges? (exposure to new tasks, listening to advice, turning challenges into opportunities, and thelike) How educational leaders in higher education in Vietnam conceive humility as ‘Valuing of the other’ in terms of: (1) Confidence in successors, (2) Commitment to collective success, and (3) Respect for the value of all things and people? Possible probing: © © © © Towhar extent are you humble to call for teachers’ support? (Building relationships, empowerment, leading by example, empathy) How you balance paradoxes of humility? (Self-acceptance vs Exposure to new tasks; Accurately assessing strengths vs Acknowledging weaknesses; Self-focusedness vs Other-focusedness) How does your teaching career shape your humble leadership behaviors? (your choice, your purpose, your passion, your belief, your experiences) Towhar extent you celebrate a sense of respect in higher education through your humble leadership behaviors? (caring for professional development, caring for basic needs, succession planning) 231