From leadership attribution to leadership contribution: proversified leadership skills and abilities of Philippine Schools Overseas (PSO’s) administrators

Abstract

Within the dynamics of school leadership, considering amass of theories and leadership practices, leading and managing people in an organization with different cultural background and mores has been a challenging task for school administrators of Philippine Schools Overseas. Employing in depth semi-structured interview, this phenomenological attempt probed that the leadership attributes of the selected school administrators from the State of Qatar, United Arab Emirates, Sultanate of Oman, Kingdom of Bahrain, State of Libya, and Kingdom of Saudi Arabia are potent leadership contributions to understanding the role of school leaders in school organizations. Transcribed data were read and reread for purposes of naïve understanding and were chunked into meaning units ready for structural analysis via a dendogram. To capture the comprehensive understanding of the given phenomenon, transcendental subjectivity was observed and subjected to member checking procedure following the inductive approach in theme development. Results from cool to warm analyses afloat three distinct leadership skills namely: attributory leadership skills,  participatory leadership skills, and contributory leadership skills that illuminate the latent leadership power as exercised by PSO’s school administrators the extent to which these synergistically operate within the panorama of understanding that leadership persona is cloaked with either dominant or recessive leadership attributes that may occur anytime at the workplace depending on a given situation.

Keywords: Attributory leadership skills, contributory leadership skills, participatory leadership skills, phenomenology, Philippine schools overseas, proversified leadership.