Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Delon Angelo L. Dela Cruz
DEBESMSCAT/DepEd
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Trials and Triumphs of School Leaders with Diverse Sogie in Managing Workplace Conflicts Junee L. Abetria; Rainier T. Cristobal; Delon Angelo L. Dela Cruz
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 7 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/

Abstract

This study explores the experiences of school leaders in Masbate Province who identify with diverse Sexual Orientation, Gender Identity, and Expression (SOGIE). It examines their trials, triumphs, 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 rooted from both organizational structures and interpersonal relations, often worsened by exclusion. They do, however, address issues using tactics such as private talks, professional development, emotional de-escalation, and strict protocol adherence. Their leadership includes empathy, adaptability, and a strong commitment to diversity. Creating inclusive school cultures and engaging the broader community is also crucial for effective conflict resolution. While institutional initiatives, such as 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 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.
Lived Experiences of School Leaders in Integrated School: Milagros Context Baby Jane A. Bayola; Maryrose D. Logronio; Delon Angelo L. Dela Cruz
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 7 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/

Abstract

The present study is a phenomenological study which aimed to explore the lived experiences of the school leaders in the management of Integrated Schools in Milagros, Masbate in terms of their positive experiences, challenges faced and coping strategies. The study used a qualitative approach, grounded in Transformational Leadership Theory, Distributed Leadership Theory and Phenomenological Theory. The data was obtained by using the semi-structured interviews and survey questionnaire checklists to the purposively selected school leaders of the Magsalangi Integrated School, the Matiporon Integrated School and the John Miller Integrated School. Thematic analysis was used to analyze the collected data. The results showed that school leaders felt fulfilled with the successful implementation of school projects, working with stakeholders and professional development. They also faced problems in financing, allocation of resources, workload management, and managing both the elementary school and the secondary school at the same time. School leaders responded to these issues by working collaboratively, communicating effectively and taking responsibility together. The study concludes that integrated schools’ leaders need to be resilient, adaptable and practice collaborative leadership. It suggests release of school funds in time, giving extra administrative support, better school community cooperation, optimized school resources utilization, and further research on the integrated school leadership.
Co-Authors Baby Jane A. Bayola Junee L. Abetria Maryrose D. Logronio Rainier T. Cristobal