This qualitative research explored the lived experiences of Filipino LGBTQIA+ school leaders as they navigate their professional and personal identities within the constraints of a conservative educational setting. Through in-depth phenomenological analysis, the study aimed to uncover the complex dynamics of identity negotiation, resilience, and leadership among these individuals. The researchers have chosen the three participants through snowball sampling.  The research employed a semi-structured interviews and reflective journaling to gather rich, narrative data from participants, providing insights into their struggles, coping mechanisms, and strategies for maintaining authenticity in a challenging environment. Key themes identified include Performing Professionalism, Professional Harmony, No Mask in Management, Professional Proximity, From Doubt to Trust, Consistency is Power, Credibility First, and The Leader that I am Becoming. Findings from this study may contribute to the broader discourse on LGBTQIA+ leadership in education, highlighting the need for more inclusive policies and practices that support diverse identities. The research underscores the importance of creating safe and affirming spaces for LGBTQIA+ educators and offers practical recommendations for school administrators and policymakers to foster a more inclusive and supportive educational environment. This study not only amplifies the voices of Filipino LGBTQIA+ school leaders but also provides valuable insights for educational management and leadership development programs aimed at promoting diversity and inclusion in schools.

Keywords: Filipino LGBTQIA+, School Leaders, Identity Negotiation, Conservative School Environment, Phenomenological Analysis.

Views (44)