A g r a v a n t e ’s

C A S A G R A
Trans f o r m a t i v e
d e r s h i p M o d e l
Lea
 S TO R Y A N D
HI G
B A C K G R O U N
 Dr. Carolina S.
Agravante
• First Filipina theorist for writing the
CASAGRA Transformative
Leadership Model.
• 1964, Dr. Agravante earned her BS
Nursing degree in St. Paul
University.
• 1970, she earned her Master’s
Degree in Nursing Education at
Catholic university America
• 2002, earned her Doctoral Degree in
Philosophy at UP Manila, the same
year her theory was published
 MAIN PROPOSITION
• CASAGRA Transformative leadership is a psycho - spiritual
model, which is an effective means for faculty to become better
teachers and servant - leaders.
• Care complex is a structure in the personality of the caregiver
that is significantly related to the leadership behavior.
• The CASAGRA servant - leadership is an effective modality in
enhancing the nursing faculty’s servant - leadership behavior.
• Vitality of Care Complex of the nursing faculty is directly
related to the leadership behavior.
 KEY CONCEPTS
• The model has concepts of leadership from a psycho -
spiritual point of view, designed to lead to radical change
from apathy or indifference to a spiritual person.
• It is a three-fold transformative leadership concept
condensed into one.
 KEY CONCEPTS
• Servant - leader formula = The enrichment package
prepared as interventions for the study which has three
parts that parallel the three concepts of CASAGRA
transformative leadership model namely: the care
complex primer, a retreat - workshop on Servant -
leadership, and a seminar workshop on transformative
teaching for nursing faculty.
 KEY CONCEPTS
• Special expertise = the level of competence in nursing
skills, commitment to the nursing profession, and a sense
of collegiality with the school, other health professions,
and local community.
• Nursing leadership = the force within the nursing
profession that sets vision for its practitioners, lays down
the roles and functions and influences the direction
towards which the profession should go.
 KEY CONCEPTS
• Transformative teaching = also termed “Reflective
Teaching”, an umbrella term covering ideas such as
thoughtful instruction, teacher research, teacher narrative,
and teacher empowerment.
• Care Complex = the nucleus of care experiences in the
personality of a nurse formed by a combination of
maternal care experiences, culture - based care practices
indigenous to a race and people and the professional
training on care acquired in a formal course of nursing.
 T H R E E - FO L D
THE A T I V E
TRA N S F O R M
E R C O N C E P T
L E A D
THE THREE-FOLD TRANSFORMATIVE
LEADER CONCEPT
• Servant-Leadership Spirituality - this formula consists of
a spiritual exercise, the determination of the vitality of the
care complex in the personality of an individual and
finally a seminar workshop on transformative teaching.
THE THREE-FOLD TRANSFORMATIVE
LEADER CONCEPT
• Self-Mastery - consists of a vibrant care complex
possessed to a certain degree by all who have been
through formal studies in a care giving profession such as
nursing.
• Special Expertise - level is shown in a creative, caring,
critical, contemplative and collegial teaching of the nurse
faculty who is directly involved with the formation of the
nursing.
 WHAT PROMPTED HER TO DO THE
THEORY?
• The factor that prompted her to do the theory is the
globalization of nursing services in the international
market. There is a demand in finding educators/leaders
who have a different and new vision that can adapt to the
nursing international market. Nurses need competent
leaders whose basic stand is caring and service, who are
competent in nursing, and assertive of their own rights
with the help profession.
 MEANING OF THE THEORY:
• Based on the study, the effect of the CASAGRA Leadership model,
using the servant-leader model on the leadership behavior of the
nursing faculty, shows that the care complex in the personality of the
nursing faculty is highly correlated to their leadership behavior. The
care complex is necessary as a stimulant in the performance of the
leadership activities. The leader behavior of the faculty after going to
the servant-leadership activities. The leadership formula was
significantly higher in the two-post test periods than during the pre-
test. It improved the leadership behavior of the nursing faculty in both
groups.
 LOCAL ADEQUACY
• The conceptual framework is logical because the variables are
clearly explained on how transformative leadership model be
applicable through care complex transformative teaching
servant- leader spirituality, and servant- leader behavior.
• A person with dynamic care complex is the cornerstone of
nursing leadership. According to care complex of Agra, caring
personality rests on the possession of a care complex within a
person as caring.
 LOCAL ADEQUACY
• The framework explains and predicts the continuous formation of
nursing leadership behavior in nursing faculty that will eventually
affect their teaching function.
• Servant- leadership formula runs parallel to the generic elements of
transformative leadership model.
• Transformative teaching is the guide that desired for the modern
process designed to form the millennium professional nurse.
• Expertise is the practice of caring and proactive in the face of
challenges for the profession go hand-in-hand. Education and
practice bring this about.
 STRENGTHS
• Agravante’s CASAGRA transformative leadership model has
provided the task of the formation of the nurse leaders at the
baccalaureate level so that the profession assured the graduates
possess the mind and heart of a nursing leader who is of the
nursing profession.
• It can also be used in other educational settings not just on
nursing profession
 WEAKNESS/LIMITATIONS
• CASAGRA transformative leadership model limits only Roman
Catholic and Christian nursing educators.
• The model did not consider other religion to this study. In the
Philippines, we have a variety of religions present. Every religion has
its own traditions and practices to be considered.
• According to the study, the control and study groups were selected
from the same faculty in the two schools, it is highly possible that
experience could have been discussed casually in the faculty room
and in some way may have “contaminated” the intervention.
 CRITIQUE
• Usefulness (Practicability): The model is significant for all
the nurse educators. It helps them to achieve the vision-
mission as a network of the innovative, competent,
empowered educators towards excellence in national and
global development.
 CRITIQUE
• Generalizability and Parsimony: It will give the nursing
student the confidence they need to face the challenges in
their profession. Transformative teachers are basically who
look into themselves seek their assumption and feelings in
the light of the nursing profession in the modern days, how
their philosophies of life affect professional life with their
students.
 CRITIQUE
• Simplicity: The theory is designed to transform a servant -
leader who possesses Jesus as an example.
• Empirical Precision: The theory was formulated as a result
of a study conducted to determine the effects of the
CASAGRA transformative leadership model for nursing
faculty on their servant - leadership behavior.
THEORETICAL FRAMEWORK
CONCEPTUAL FRAMEWORK
 SUMMARY
• The Casagra Transformational Leadership Model is suitable for
nursing educators, particularly those who are administrators in the
educational setting. It has a psycho-spiritual model which can be
utilized as a formula for faculty and administrators to become better
teachers and servant leaders.
• Key Concepts are: servant-leader formula, special expertise, nursing
leadership, transformative teaching, and care complex.
• Its a three-fold transformative leader concept folded into one. The
concepts are the following: Servant-Leader Spirituality, Self-Mastery,
and Special Expertise.