Trials and Triumphs of School Leaders With Diverse SOGIE in Managing Workplace Conflicts

Abstract

This study explores the experiences of five school leaders in Masbate Province who identify with diverse Sexual Orientation, Gender Identity, and Expression (SOGIE). It examines their triumphs, trials and how they manage conflicts within workplace learning environments.  Using purposive sampling and a qualitative, phenomenological methodology, the study emphasizes real-life challenges caused by institutional discrimination, bias, and communication breakdowns. Despite these challenges, these leaders consistently employ inclusive leadership approaches to foster equal and supportive school environments, demonstrating emotional intelligence and resilience. Findings reveal that SOGIE-diverse leaders face challenges stemming from both organizational structures and interpersonal relations, often worsened by exclusion.  They do, however, deal with issues using tactics such as private talks, professional development, emotional de-escalation, and stringent protocol adherence. Their leadership includes empathy, adaptability, and a strong commitment to diversity. Creating inclusive school cultures and engaging the wider community are also important for conflict resolution. While institutional initiatives like Project PATAS and Gender and Development (GAD) programs aim to support inclusivity, their effectiveness is limited by inconsistent implementation and weak accountability. The study emphasizes on the importance of policy adjustments and continued leadership training for persons from SOGIE-diverse backgrounds. These leaders play a vital role in encouraging respect, diversity, and inclusivity, which benefits both educators and learners.