QUALIFYING LEADERSHIP STYLES AMONG SEXUAL AND GENDER MINORITY SCHOOL LEADERS
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2026
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| _version_ | 1866901720697667584 |
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| author | Santiago, Alvin M. |
| author_facet | Santiago, Alvin M. |
| contents | <p><span lang="EN-US">In the placid corridors of the K-12 educational sector in Bataan, a unique group of leaders is steering the complex intersection of professional authority and personal identity. This study explores the lived experiences and leadership styles of Sexual and Gender Minority (SGM) school leaders within the K-12 educational sector in Bataan seeking to uncover how they lead, survive, and thrive in environments often characterized by institutional silence. Grounded in frameworks of Minority Stress Theory, Intersectionality, and Transformational Leadership, the study moves beyond surface-level observations to probe the heart of what it means to lead as a minority. Using a qualitative phenomenological design to investigate the unique challenges and opportunities inherent in these leadership roles. Data were collected through in-depth interview protocols with a purposive sample of SGM leaders to capture rich, self-reported narrative accounts. The thematic analysis revealed that SGM leaders utilize their identity as a foundation for advocacy-driven leadership, often employing authenticity as a calculated relational strategy. However, results also highlight significant burdens, including systemic scrutiny and emotional labor stemming from institutional silence and marginalization. To navigate these stressors, leaders rely on strategic resilience and non-institutional support networks. The findings emphasize and accentuate an imperative for systems-level changes to foster inclusive school environments that support diverse leadership teams and improve overall educational equity.</span> <span lang="EN-US">Ultimately, this study serves as a clarion call for a shift from individual endurance to systemic accountability, urging for a transformation in school culture that prioritizes equity, authenticity, and the protection of diverse leadership under the framework of the Safe Spaces Act (RA 11313).</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18366093 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | QUALIFYING LEADERSHIP STYLES AMONG SEXUAL AND GENDER MINORITY SCHOOL LEADERS Santiago, Alvin M. <p><span lang="EN-US">In the placid corridors of the K-12 educational sector in Bataan, a unique group of leaders is steering the complex intersection of professional authority and personal identity. This study explores the lived experiences and leadership styles of Sexual and Gender Minority (SGM) school leaders within the K-12 educational sector in Bataan seeking to uncover how they lead, survive, and thrive in environments often characterized by institutional silence. Grounded in frameworks of Minority Stress Theory, Intersectionality, and Transformational Leadership, the study moves beyond surface-level observations to probe the heart of what it means to lead as a minority. Using a qualitative phenomenological design to investigate the unique challenges and opportunities inherent in these leadership roles. Data were collected through in-depth interview protocols with a purposive sample of SGM leaders to capture rich, self-reported narrative accounts. The thematic analysis revealed that SGM leaders utilize their identity as a foundation for advocacy-driven leadership, often employing authenticity as a calculated relational strategy. However, results also highlight significant burdens, including systemic scrutiny and emotional labor stemming from institutional silence and marginalization. To navigate these stressors, leaders rely on strategic resilience and non-institutional support networks. The findings emphasize and accentuate an imperative for systems-level changes to foster inclusive school environments that support diverse leadership teams and improve overall educational equity.</span> <span lang="EN-US">Ultimately, this study serves as a clarion call for a shift from individual endurance to systemic accountability, urging for a transformation in school culture that prioritizes equity, authenticity, and the protection of diverse leadership under the framework of the Safe Spaces Act (RA 11313).</span></p> |
| title | QUALIFYING LEADERSHIP STYLES AMONG SEXUAL AND GENDER MINORITY SCHOOL LEADERS |
| url | https://doi.org/10.5281/zenodo.18366093 |