Establishing a nexus between executive functions and management efficacy of academic leaders

Bryan B. Gabatino, Bonimar T. Afalla


Executive functions enable an individual to initiate and stop actions, track and modify behavior as necessary, and plan imminent behavior when faced with specific tasks and circumstances. It also helps one to predict results and adjust to evolving and difficult circumstances. This study, therefore, identified a connection between the executive functions and management efficacy of academic leaders of a State University in the Philippines. The Behavior Rating Inventory of Executive Function-Adult Version was used in a correlation analysis to gauge the executive functions of academic leaders and a researcher-made questionnaire was administered to determine their management efficacy. The study was conducted using t-scores, means, and Pearson r. The stronger the potential of academic leaders to carry out their management skills, the more their emotional regulation leans towards the borderline. When they surprisingly practice their management skills, they appear to be average in inhibition, shift, self-monitoring, initiation, planning/organization, and task monitoring. As academic leaders' management skills reach a remarkable level, the more they are predisposed to functioning on their own initiative and can control their actions in the light of the circumstances. On the other hand, when academic leaders normally conduct change, self-monitoring, initiation, planning/organization, and task monitoring functions, they exemplify outstanding performance in their communication skills, adaptability, interpersonal relationships, and initiative, and imagination. But when their working memory, cognitive control, inhibition, and arrangement of materials is at the borderline, better interpersonal relationships, decision-making and judgment, and initiative and imagination are achieved.


Executive functions; Management efficacy; BRIEF-A; Academic leaders; College deans; Program chairs


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