Imrad Format Sample

PHILIPPINE SCHOOL DOHA
RESEARCH DEVELOPMENT, ACCREDITATION AND PUBLICATION OFFICE

SENIOR HIGH SCHOOL DEPARTMENT
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Way Back Home: Defying the Work-Life Challenges and
Reintegration Preparations of Overseas Filipino
Workers in Qatar
ORIGINAL RESEARCH TITLE
ABSTRACT
DR. FREDELITO DON JOHN
A. VALLESTEROS In an augmented globalization, the Philippines relies heavily
Research Adviser on its workforce for economic stability and social advancement and
has turned to different national schemes to sustain a competitive
edge in the global market. An expatriate relocating to another
Johan Vallesteros country for an international assignment often faces a variety of
Leo Vallesteros impediments. These difficulties may compromise the global mission
Gregory Vallesteros
especially if the expatriate feels remote and deserted in the host
Jo Vallesteros
country. With 458 participants, this research follows mixed methods
LE ABSTRACT
Researchers
employing sequential explanatory to divulge and address the
challenges and reintegration preparations of Filipino Migrant
Workers in Qatar. The migrant workers in Qatar are challenged in
terms of socio-economic facets, familial and personal influences, and
culture-related challenges. Thus, a substantial divergence exists in
the work encounters. Interestingly, OFWs are prepared during their
re-integration in areas of personal and familial preparations, socio-
economic integration, and work-related factors. They face diverse
cross-cultural changeovers that transpire to be upsetting. OFWs are
encouraged to follow the proposed plan that will strengthen their
emerging dependency and their reinforcing conviction in times of
despondency. It necessitates endurance to make the adjustments a
realization. Regardless of goals, the migrant workers’ waves of
challenges were caused by having the same set of work standards.
Keywords: Reintegration, Challenges, Migrant Workers, Familial

Preparations, Integrations, State of Qatar, Work-Life
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INTRODUCTION open system and an organization that thrives on
the effective interrelationship within it and with its
Leaders of today must be equipped with
relevant communities, the interdependence of
the essential leadership skills to be able to lead
which according to Bakwai and Umar (2013) is
successfully and effectively in a highly diversified,
unbreakable.
greatly competitive, and fast transforming world
(Chapman, 2017; Smith et al., 2017; Binvel, 2015; This paper argues that leadership skills
GTF, 2014; Chuang, 2013; Madden, 2013; come in various forms and are utilized by leaders
Schleicher, 2012; Martin, 2007; OECD, 2001). in different ways; awareness of leadership
These leadership skills according to Mc Pheat expectations, competence and proper execution of
(2010) are the tools, behaviors, and capabilities which according to Ulrich and Smallwood (2012)
that help people grow in their own capacities and are essential to create a leadership that last
are the specific abilities that enable leaders to overtime. While it is true that leaders possess
perform their multi-faceted roles appropriately certain attributes that enable them to perform
and responsibly (Kokemuller, 2015). their roles effectively, not all possess the will and
the heart to utilize, develop, and transform them
As there are different leadership styles
into skills that can bring about better result, create
there are likewise
ON TO LEADERSHIP variety of skillsets
CONTRIBUTION: a leader canLEADERSHIP SKILLS AND
PROVERSIFIED pathways for advancement and make lasting
embrace to (PSO’S)
SCHOOLS OVERSEAS oversee ADMINISTRATORS
processes, guide initiatives,
contribution not only to their very own
SAMPLE
andDr.
Garcia and steer their employees
Alexander toward the achievement
S. Acosta organization but also to the community and the
of specific goals as they undergo reform and
humanity as a whole. Maxwell (2008) termed this
respond to changes. These skillsets as stated by
lasting contribution as legacy; something a great
Whitaker (2012) include leaders’ ability to connect
leader leave behind for the next generation which
and build trust, ignite passion, motivate people,
can take the form of possessions leaders place on
build strong teams, make change look easy, and
the hands of others, principles lived that carry on
build leaders better than they are. The strengths,
beyond their lives or people whose lives are better
abilities, and common leadership practices
because of their leadership influence. The
demonstrated and employed by Philippine Schools
administrators of Philippine Schools Overseas
Overseas administrators make up their
(PSO’s); the educational institutions operating
proversified Int. J. Educ. Policy Res. Rev. 170
outside the Philippines which may be fully or
leadership skills. Inspired by Graham’s (1997)
partly owned by Filipinos or managed and
concept on proversity; a term coined from
operated by Filipinos, and implementing the
progressive diversity, PSO administrators’
Philippine education curriculum in accordance
proversified leadership skills serve as facilities
with the laws of the Philippines and the host
through which they positively impact their work
country, (MPSR, 2014), just like any educational
environment amidst multiformity, complexity, and
leaders of today find themselves facing
transformation. Indeed, school leadership covers
considerable number of challenges and changes
many different areas that require different skills.
that call for the employment of particular
School leaders embrace the extremely significant
leadership skills.
role of ensuring that the school system is operating
effectively and efficiently through proper academic This research attempt looked into the rich
management to include major areas such as leadership experiences of Philippine Schools
curriculum, instruction, and evaluation and people Overseas (PSO’s) administrators as they lead
management, not to mention the daunting highly diversified learning institutions. It examined
challenges they come face to face with daily as an the proversified leadership skills principals and
2
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coordinators employ in the practice of their unique The respondents in this study were school
leadership styles as they address concerns administrators of Philippine Schools Overseas
pertinent to the daily operation of the school and (PSO’s). Six school principals and five coordinators
other important issues related to cross-cultural from six countries in the Middle East and North
differences, school commerciality, and corporate Africa (MENA), namely: State of Qatar, United Arab
social responsibility. Viewed as an ongoing and Emirates, Sultanate of Oman, Kingdom of Bahrain,
lengthy process, managing organizational diversity Kingdom of Saudi Arabia, and State of Libya were
as emphasized by Zane (2002) takes commitment, selected through qualitative purposeful sampling
skill training, and breadth of organizational strategy (Creswell and Plano, 2011; Creswell,
knowledge to sustain people’s willingness to work 2007; Bernard, 2002; Patton, 2002).
together amidst individual and cultural differences.
Selection of study participants were based
It calls for cross-cutting skills in leadership,
on the following criteria, (a) respondents have
organizational development, change management,
served as school administrators for at least five
psychology, communication, measurement, and
years and (b) were employed in Philippine Schools
assessment (Kreitz, 2007). Through this
Overseas when the study was conducted. Of the six
phenomenological inquiry the researcher
principals, two are doctors and the rest are
endeavors to identify the skills PSO administrators
master’s degree holders. Similarly, all the
utilize to make things work positively in their
coordinators are MA graduates aside from one who
respective schools which could lead to the
is a Bachelor Degree holder. All of them have
emergence of a new leadership skillset known as
served Philippine Schools Overseas as
Proversified Leadership Skills (PLS).
administrators for more than five (5) years. Two of
SAMPLE
METHOD the respondents have worked as such for more
than twenty years. As this type of research seeks to
Research Design
penetrate the life and experiences of the
This study is qualitative in orientation and respondents, this requires the researcher to be
made use of phenomenology as a research design. immersed in the research field and to establish
A qualitative phenomenological research attempts continuing, fruitful relationships with respondents
to understand people's perceptions, perspectives, to address the research problem in depth.
and understandings of a particular situation; the
As such, a small number of cases could be
goal of which is to describe the meaning of their
less than twenty, as cited by Crouch (2013) will
lived experiences of a concept or a phenomenon
facilitate the researcher’s close association with
(Creswell, 2007; Waters, 2000; Van Manen, 1990).
the respondents, and enhance the validity of fine-
Its focus is on emergence (Hancock et al., 2007);
grained, in-depth inquiry in naturalistic setting.
the researcher of which identifies the essence of
Small samples, not more than ten participants, are
human experiences (Moustakas, 1994) and
most suitable for a phenomenological study as
describes as accurately as possible the
large samples can become unwieldy (Van Manen,
phenomenon, refraining from any pre-given
1990).
framework, but remaining true to the facts
(Groenewald, 2004). As such, this type of research
does not start with a theory to test; theory is
Data Collection and Ethical Consideration
generated from empirical data (Woods, 2006).
To capture the essence of the phenomenon of this
Research Locus and Sample
investigation, the researcher made use of a two-
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part instrument. The first part was the robotfoto; a checking procedures to ensure validity and data
Dutch term meaning facial composite trustworthiness (McWilliam et al., 2009). Peer
(Kelchtermans and Ballet, 2002) sought for the review and research advisor’s auditing were
demographic sketch of the respondents namely likewise conducted to increase the rigor of
gender, civil status, educational attainment, work
experience, and years of service. This was given to
the respondents before the actual interview. The
second part was a twenty-five item semi -
structured interview which according to Cohen
and Crabtree (2006) is a formal interview, the
interviewer and the respondent engage in; the
interviewer of which uses a guide or a list of
questions and topics that need to be covered
during the conversation, but is able to follow
topical trajectories that may stray from the guide
when he or she feels this is appropriate. The face to
face interview was conducted by the researcher
upon approval from the respondents through a
written consent. Information from interviews were
recorded using audio tape and by making
handwritten notes (Creswell, 2003; Bernard, qualitative findings.
2002). The respondents were assured of utmost
confidentiality when it comes to the treatment of
their responses.
FINDINGS
Data Analysis
There are certain skills that make one a great
For a comprehensive understanding of the leader. These skills enable managers and
phenomenon under study, Colaizzi’s process for administrators to perform their daily tasks
phenomenological data analysis (Sanders, 2003; effectively, help them inspire people and empower
them to deal with the complexities at work for the
SAMPLE
Speziale and Carpenter, 2007) following the
inductive approach in theme development (Ryan, organization to continuously grow and succeed.
2003) is empirically observed in this research Philippine Schools Overseas administrators’
using these steps: (1) reading and re-reading of leadership skills can be gauged as either dominant
transcribed data in order to obtain a general sense or recessive based on how they make use of these
of the interviewees’ idea or opinion; (2) identifying skills in the exercise of their unique leadership
small units called the meaning units; (3) style, as they deal with cross- cultural differences,
transforming meaning units from the language of as they improve the school’s commerciality and as
the interviewees (emic) to the language of the they perform their corporate social responsibility.
researcher (etic); (4) sorting formulated meanings All these areas are cloaked within the revealed
into categories, clusters of themes, and themes via leadership skills bound to be attributory,
a dendogram (Faulkner and Sparkes as cited by participatory, and contributory which at times can
Acosta, 2010); (5) creating a simulacrum or the be shown to be dominant or recessive depending
visual representation of the findings; (6) subjecting on the given situation.
emergent themes to triangulation and member
4
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Figure 1 shows the metrical ability of similar attributes direct their decisions and
leaders that at times expressed as dominant or behavior as leaders of their organization.
recessive. The proversified leadership skills of PSO
Participatory Leadership Skills
administrators can be best characterized as a
complementation among attributory, participatory, Certainly, there is no limit to the potential of
and contributory skills exhibited in the areas of individuals who come together and work as a
leadership style, cross-cultural differences, team. When people in an organization work
commerciality, and corporate social responsibility collectively, share work load and experiences,
respectively. build partnership, and create synergy, they can
better deal with complexity, uncertainty, and
change. Hence, significant number of leaders today
recognizes the value of participatory leadership in
the creation of collective impact and culture of
Attributory Leadership Skills
innovation. They acknowledge the importance of
Development of skills and practice of leadership deeper engagement and greater involvement of the
techniques can be attributed to certain factors such majority if not all in the pursuit of organizational
as the attitude, character or personality of a leader, goal. Evidently, one administrator shared “I do this
the kind of work environment and other related by sharing responsibilities and leadership; that is
situations. Leaders’ perception of their delegating powers with proper consultation.”P3
surroundings, their outlook about work and their This connotes delegation, consultation, and
concept of people largely influence their actions coordination which are part and parcel of PSO
and reactions towards a certain phenomenon. The administrators’ participatory leadership skills.
findings of this paper revealed the standpoints of Principals and coordinators value employees’
PSO administrators in dealing with peculiarities at participation in the decision making process and
work. They averred: the overall operation of the school. One principal
confirmed in his statement:
“It’s having the right attitude! I don’t allow
competition to affect our activities. If we have “I find the committee approach very
interschool activities, I make sure that we are not effective. If ever there are some problems in
affected.” P6 discipline for example, we discuss it in the
committee. At first they discuss among themselves
“It’s consistency! You have to be consistent in then they elevate the concern to the principal, then
talking to your team members, in following –up, in to the highest school official.”P5
SAMPLE
teaching them, in praising them, and you have to be
a doer yourself.” C1 It should be noted however, that
participatory leadership in the culture of
“I have the guidelines given, rules set. I Philippine Schools Overseas goes beyond collective
follow deadlines and abreast myself with the recent learning and co-evolution as workers founded on
development in the educational system both in the trust and respect, as one administrator sincerely
Philippines and the host country.” C4 narrated:
These verbalizations typify the kind of “We work as one family, we treat each other
principals and coordinators Philippine Schools as a family, we go out as a family, and relax as a
Overseas have. Their character, principle and other family.” P6
5
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The foregoing articulations illustrate how this was revealed by school administrators who
the practice of participatory leadership skills can had relative thought of taking actions to make
lead to powerful human encounter. Harnessing the things work in school and bring out the best in
wisdom and strength of individuals enable leaders their people. They emphasized:
and employees perform their role better thus,
“The way to move forward, to maintain
yielding positive results for human persons in
excellence in line with our mission is to embark on
particular and the organization in general.
accreditation. Accreditation is not an easy process; it
Contributory Leadership Skills should start from within, from the heart, from the
mind.” P5
It is a rewarding experience for leaders to
see that their efforts and sacrifices pay off. This “We maintain the schools standard and we
could be in terms of organizational progress and work for improvement because we want to give
development, recognition and achievement, better education for the kids and we want our
stability and change, the creation of powerful and parents to really be satisfied with the kind of
positive culture or could simply be the completion education that we are giving.” P6
of a task, acceptance of mistake by an erring
Similarly, they promote good relationship
employee, conflict resolution and or coming up
not only between and among employees but also
with a fitting solution to the problem at hand. This
with parents and the community. One principal
chance to share, the opportunity to serve and the
expressed, “We tap the support of parents; enlist
possibility to bring about change, touch or
their efforts to support the entirety of school
transform people’s life make leadership truly
activities. We establish linkages, hold school
rewarding. It should be remembered, however,
activities and encourage Filipino organizations to
that this gratifying experience is a return of
participate. We also encourage them to come up
investment on the part of the leaders; an offshoot
with some kind of scholarship assistance for the
of the practice of their contributory leadership
children of their members.” P5 They likewise ensure
skills. Administrators of Philippine Schools
that tasks are properly executed to avoid conflicts.
Overseas do this in various ways. They set the
One principal mused:
people and the work field by clarifying personal
and organizational goals and objectives. Two “I check and supervise them to help them
administrators articulated: see that proper work execution yield or result to
good outputs and good working relationships while
“I make them aware that working abroad is
shortcomings and misunderstanding affect others.’’
a commitment. When we are committed to our job
P6
we love our job. We value not the salary that we are
receiving but the effect we have in our children. We In the end, everything boils down to the
have to thank God for our job is a blessing.” P4 administrators’ genuine concern for people and
strong commitment to serve. Two coordinators
“I clarify the direction and mission vision of
verbalized:
the school to all the teachers, parents, and
stakeholders for them to subscribe willingly towards “I train future leaders; I teach them and help
SAMPLE
the attainment of this mission.” P5 them improve for their own good, for the children
and for the school.”C1
Principals define certain parameters for
operation and proactively manage the school “I try to standby by my personal mission that
organization. A confirmatory statement relative to is to teach Filipino children. My commitment has
6
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given me so much strength to help the school and to requires a careful blend of leadership
support the school in whatever way I can.” C3 characteristics and skills, attitudes and behavior,
methods and approaches that can be either
The verbalizations of these school
acquired or innate, experienced or predicted
administrators simply proved that PSO leaders are
(Brooks, 2012; Farrell, 2011). Welch as quoted by
always ready to give a part of themselves to bring
Sloane (2007) spelled out the skills expected of
about desirable result. Undoubtedly, their
great leaders in the statement "Good business
contributory leadership skills are apparent in the
leaders create a vision, articulate the vision,
exercise of their leadership style; as they deal with
passionately own the vision, and relentlessly drive it
the different issues confronting the school system.
to completion" (p.5). This gives the notion that a
leader in his capacity to guide and influence people
has the responsibility not only to set the direction
DISCUSSION of the organization and identify its sense of
The success or failure of enterprises, whether purpose but also to commit himself in the
business firms, manufacturing plants, financial articulation of that vision and use his special skills
institutions, military organizations, schools, and abilities for the realization of such.
colleges, universities, government departments, or Similarly, the PSO administrators’
volunteer groups, depend more upon the proversified leadership skills categorized as
effectiveness and quality of certain essential attributory, participatory, and contributory are
people than on any other part of the organization revealed to be dominant or recessive at times as
(Mann, 2013). Those people, Mann (2013) added, exhibited in the style of leadership administrators
committed to adapting the organization to employ and in other significant areas such as those
changing conditions, redefining its mission, related to cross-cultural differences,
planning, and designing roles and processes, commerciality, and corporate social responsibility.
making decisions about general operations, or
setting the standards or objectives for the Considering the metrical ability of PSO
performance of subordinate staff, hold to a administrators, dominant are those leadership
disproportionately high degree the key to the skills which are characterized by certain degree of
success or failure of their respective units. These consistency when it comes to practice and those
indispensable people, obviously, are the leaders. that almost always bring about positive result or
Their impact to the institution is too great; hence, change in a specific unit or department and the
the culture of an organization is regarded as a school as a whole. Recessive are those which are
reflection of their leadership. As cited by Miller rarely practiced or observed and are employed
(2014) all leaders shape their company’s cultural only as called for by circumstances. Literature on
mindset. The tone company leaders set whether the concept of dominance and recessiveness is
positive or negative creates a thriving broad as perceived and investigated differently
organizational culture which identifies the across discipline such as genetics (Beuchat, 2014;
SAMPLE
company’s personality; a system of shared Michels, 2002; Pitman, 2002), medicine and
assumptions, values, and beliefs that governs how science (Hampton, 2002), communication and
people behave in organizations (McLaughlin, technology (Di Natale, 2008), agricultural
2015). Leaders and their leadership styles vary in biotechnology (Campagne et al., 2013), industrial
different ways depending on the organization or information technology (Zurawski, 2005) and
the working environment they thrived. This other related fields. A leadership category;
however, may be dominant or recessive at a given
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period of time depending on the PSO In Philippine Schools Overseas, areas on
administrator’s response to a given situation. cultural differences, commerciality, and cross-
SAMP
cultural responsibility are looked into in order to
possibly expand the panoramic leadership scale of
Attributory Leadership Skills PSO’s administrators in facing circumstances and
when a situation warrants. On one hand, cross
PSO principals and coordinators, like any other cultural differences in PSO setting can simply be
leaders, make use of varied approaches in setting described as the dissimilarities and variations
school direction, motivating employees, and between and among individuals and groups as to
implementing school wide plans. The leadership background, cultures, practices, preferences, and
styles they adopt are undoubtedly influenced by the like which in one way or another affect the day
their personal values and principles, as well as the to day operation of the school. This gives the
existing mores and culture of the school. As impression that cross-cultural leaders need to be
justified by Blanken (2013) leadership and aware of and appreciate the diversity they face in
management styles are not fixed in place or leadership practices (Lovvorn and Chen, 2011) and
permanently attached to an individual's must be able to manage culturally diverse settings
personality. While most leaders develop a efficiently (Rockstuhl et al., 2011). Commerciality,
dominant leadership style, the best learn to adopt on the other hand, refers to the school’s
elements of other styles when needed to achieve commercial quality or character; how the school’s
their goals. Teammates, as expounded by overall performance is perceived by the public in
Benincasa (2012) must realize that leadership can comparison with the other existing schools in the
and should be situational, depending on the needs area. As opined by Szu-Fang Chuang (2013) a
of the team. Comparatively, great leaders choose leader must think globally and act swiftly to
their leadership style like a golfer chooses his or maintain their competitiveness in multicultural
her club, with a calculated analysis of the matter at organizations and global markets. Whereas,
hand, the end goal and the best tool for the job. corporate social responsibility (CSR) refers to a
Likewise, there are various situations in the school business practice that involves participating in
system that challenge administrators’ leadership initiatives that benefit or produce an overall
skills. These challenges according to Zahran, et.al. positive impact to the society (Baker, 2015; Taylor,
(2016) can either be micro level challenges which 2015); hence, includes PSO’s environmental
often stem from the failure to create cohesion advocacies and socio-economic accountability and
within the organization or macro level challenges moral responsibility. The promotion of corporate
which encompass the ferocity of change brought social responsibility according to Smith (2011) and
about by globalization and technology Strand (2011) is expected in today’s leadership.
development. Hence, drive school administrators
to set higher standards, implement reforms, and In the competitive landscape of the 21st
continuously improve quality of education. Earley Century, a sustainable advantage of globalization
(2016) emphasized the impact of school leadership depends on the skills and abilities of a leader (Szu-
on teachers and teaching, as leaders can create and Fang Chuang, 2013). These leadership skills as
influence improvement in the teaching and described by Rouse (2015) are the strengths and
learning environment which indirectly impacts abilities individuals demonstrate that help them
student outcomes. oversee processes, guide initiatives and steer their
employees toward the achievement of goals. Good
leadership skills as expounded by Grier (2008)
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include the ability to inject huge doses of which according to Krames (2009) is intuitively
enthusiasm into a team or individual, and be very understood by most great leaders. They know that
energetic in driving others forward. Similarly, in order to be perceived as strong leaders they
PSO’s leadership skills are revealed to be the must maintain a strong set of values, live by a
strengths, abilities, and common leadership certain code of conduct, effectively communicate
practices demonstrated and employed by these, and then lead by example. Inconsistency and
Philippine Schools Overseas (PSO’s) hypocrisy, therefore, as pointed out by Schrage
administrators in the management of diversity. (2016) so acutely matter. A leader who is always
These skills are found to be either attributory, late to his own meetings evokes eye rolls when he
participatory or contributory in nature. speaks about punctuality. Thus, he cannot preach
what he does not practice in the same manner that
PSO administrators’ attributory leadership
he cannot appear to be one thing to one group of
skills represent the qualities and characteristics of
people and something else to a different set to be
PSO principals and coordinators; the traits and
viewed as a stalwart leader. Likewise, PSO leaders
abilities that define them as leaders. The
pride themselves in setting rules and guidelines,
fascinating revelations of school administrators as
observing deadlines, and keeping themselves
to the leadership skills they employ in dealing with
abreast with the current trends in education.
diversity speak of right attitude as their most
Indeed, the list of leadership attributes is endless
common attribute. Attitude according to Tracy
but as exemplified by PSO administrators, no
(2015) is a person’s worldview; the way an
leader can be, without being visible and in touch,
individual mentally looks at the world around him;
having good communication skills, leading oneself
how he views his environment and his future.
before leading others, inspiring teams, knowing
Tracy (2015) reiterated that the success of an
how to make rational decisions, placing others’
organization is most dependent on the leader’s
needs above one’s own and leading people where
attitude. James in Mashonganyika (2013) summed
they want to go (Sprenger,2015). In addition,
up the importance of having the right attitude in
Hewes (2014) highlighted the importance of
the quote“It is our attitude at the beginning of a
getting results, being costumer and strategically
difficult undertaking which, more than anything
focused, being good at dealing with conflict and
else, will determine its successful outcome” (p.18).
earning the trust of people as common traits
This is tantamount to saying that a positive
leaders of today need to be able to work effectively
attitude is an attributive factor that can pave the
in a fast paced and complex environment across
way to a successful completion of any kind of
different time zones. These attributes surely equip
leadership endeavors or of any kind of
leaders with the needed skills and direct them to
management initiatives. As Boehlke (2015)
lead a team successfully.
justified having a good, positive attitude, along
with positive thinking at work will reflect on what
a person does. Similarly, Hofer and Johnson (2017)
Participatory Leadership Skills
stressed that there is a significant power in being
surrounded by positive and inspired people in an No matter how good the leader is, he cannot
era when educators and leaders are under achieve success alone. In spite of their expertise;
enormous stress and pressure. leaders cannot have anything extraordinary done
without the talent and support of others as
Comparatively, principals and coordinators
decision making is more accurate and less risky
display a remarkable pattern of behavior in the
when entrusted to a diverse group than to a single
performance of their role. This is consistency
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individual (Kouzes and Posner, 2011; Surowiecki decision-making power. A leader will not make
as cited by Reeves, 2006). This marks the value of major decisions without first getting the input
participative or participatory leadership which is from those that will be affected. The consultative
defined by Murdock (2014) as a leadership style in leadership traits include involving others in
which the leader works closely with team problem solving, team building, retaining right for
members, focusing on building relationships and final decisions, focusing time on more important
rapport. Participatory leadership as expounded by activities, providing proper recognition, delegating
Rooke and Torbert (2005) is based on respect and but keeping “veto power”, and weighing all
engagement, which constructively focuses energy alternatives before final decision is made. Leaders
in every human to human encounter. A more learn about the best course of action for the
advanced, more democratic and more effective organization over time, hence, are able to
model of leadership, it harnesses diversity, builds coordinate their followers around a credible
community, and creates shared responsibility for mission statement, which communicates the future
action likewise, deepens individual and collective course of action of the organization (Bolton et al.,
learning yielding real development and growth. 2012). Consequently, Spillane et al as cited by Stein
(2016) argued that school leadership is not simply
In dealing with the diverse nature of
a function of what a school principal, or any other
Philippine Schools Overseas, administrators make
individual or group of leaders, knows and does. It
active use of their participatory leadership skills in
is rather the activities engaged in by leaders as
developing and nourishing a work environment
they interact with others in the performance of
that promotes collaboration. PSO leaders
specific tasks.
encourage employees’ participation through
delegation, consultation and coordination. PSO administrators’ use of participatory
Delegation is the process of giving decision-making leadership skills cannot be underestimated in the
authority to lower-level employees and is closely context of leadership practice as it binds people
intertwined with empowerment Garcia and Acosta together and keep the school organization
175 (Simmering, 2015). With the skill to assign stronger. Allowing the team to assist in the
task, responsibility, and authority to others, a decision making process, to give input, and to
leader builds employee involvement, creates a share ideas, as justified by Murdock (2014), make
sense of collaboration among workers, and shows employees feel acknowledged and empowered,
employees they are valued and trusted with thus, creating a participative work environment
important work (Kokemuller, 2015). Collaboration defined by employees’ collaborative efforts.
according to Elfers and Plecki (2016) may take
Contributory leadership skills
place at multiple levels within the system, within
grade levels, departments and or professional Leaders are recognized primarily by the nature of
learning communities or across school and district their contribution to the success of an organization
SAMPLE
contexts. Closely related to delegation are (Harvey and Grégoire, 2014) and the kind of
consultation and coordination. By consultation, the influence they have in the life of others. It should
leader uses his communication skills in getting the be noted; however, that the role of a leader is not
opinion and viewpoints of his team to be able to merely a combination of position, title, rank, and
come up with a decision. Consultation according to style as position and title can only provide vehicles
Brown (2007) focuses on using the skills, through which to lead, and rank and style can only
experiences, and ideas of others. However, the hope to complement and facilitate leadership
leader using this style still retains the final (Meeks, 2010). The leaders’ role she added is
10
_______________________________________________________________
simply to lead and to consistently act in roles as they exercise their contributory leadership
accordance with established values. Basically, in skills. They act as forerunners, thinker, team-
the context of Philippine Schools Overseas, builders, decision-makers, mentor, and servant
administrators have their own contributory leaders. Harvey and Grégoire (2014) cited four
leadership skills that enable them to achieve other roles leaders perform as they contribute to
desired results. As revealed in the study, these the success of the organization. The connectors
skills are initially manifested in the leaders focus on their employees, colleagues, superiors and
attempt to clarify personal and organizational clients and foster working environments
goals. Mills (2005) called this attempt as taking characterized by collaboration, the implementers
leadership positions which involve skills in focus on work performance and are notable for
identifying vision, making a commitment to the high-level execution skills, the resolutes with the
mission and to the people one leads, taking courage and ability to make hard decisions and
responsibility for the accomplishment of the take the necessary action for what is important
mission and the welfare of others, assuming risk of and a priority, and the visionaries who bring
loss and failure and accepting recognition for together those with a talent for setting directions
success. This according to Mausbach and Morrison and devising innovative concepts. Whatever role
(2017) is all about focus; the building and leaders play in the system, through their special
maintenance of which requires persistence which skills, they remain to be the key persons in
can easily get derailed by forces outside the bringing about change and success in the
organization. organization.
PSO administrators likewise exhibit special Conclusion
skills in building relationship and harmonizing
This qualitative study probed into the rich
people. They recognize the value of employees as
leadership experiences of Philippine Schools
the most important asset of the school system.
Overseas (PSO’s) administrators to uncover the
Similarly, their contributory leadership skills are
distinct leadership skills they employ in leading
exercised in their drive to maintain the standard of
highly diversified learning institutions. The
the school, bring out the best in people and
analysis of phenomenological data using an
continuously move forward. This can be likened to
emergent strategy revealed that leadership
what Edmonds (2011) referred to as the creation
attribute can be a leadership contribute that
of employees’ discretionary energy toward goals;
strengthens the magnanimity of leaders to exercise
the employees’ willing application of knowledge
authority over their people within the bounds of
and skills in service towards espoused strategy and
prudent management. It can be concluded that as
goals, and their demonstrated positive enthusiasm
leadership evolves, new set of skills rises. These
for work, the team, and its members. Finally, PSO
are the strengths, abilities, and common leadership
administrators’ contributory leadership skills are
practices demonstrated and employed by
anchored to and are best expressed through
Philippine Schools Overseas (PSO’s)
service which is vividly described by Greenleaf as
administrators as heads of their respective schools.
cited by Keith (2015) as the natural feeling of
The leadership attributes revealed in this study
wanting to make sure that other people's highest
have provided opportunities for leaders to be
priority needs are met. Service is wanting to help
emulated by other leaders of which these become
others, identifying, and meeting the needs of
their contribution to uplifting the leadership
colleagues, customers, and communities. This
practice at the workplace. Contributory leadership
extends the notion that leaders perform various
skills as typified by Philippine Schools Overseas
11
_______________________________________________________________
administrators are anchored to and are best aspects or in mixed methods to further find out the
expressed in the spirit of true service which cultural implications and philosophical dimensions
enables them to take others' ideas and feelings into anchored on proversified leadership.
account while holding in trust the group’s ideals,
beliefs, and hopes which keeps them aware of
others’ needs while in turn enabling them to
become progressive leaders and profound
individuals.
Findings of this study highlight
proversified leadership skills as a new set of skills
in managing highly diversified working
environment capitalizing on the premise that no
matter how different people are, there will always
be similarities among the members of the
workforce and that this commonalities will bring
about positive change in schools. All Philippine
Schools Overseas Administrators, therefore, should
take a proactive move to discover and develop
their very own proversified leadership skills to
dwell not only on cross-cultural differences but
also consider cross-cultural similarities that unite
people in the performance of their multi-faceted
MPLE
roles as managers of a school system composed of
people having individual and cultural differences.
Leaders of schools and corporate environments
alike should embrace the dynamism of leadership,
discover and hone their very own attributory,
participatory, and contributory proversified
leadership skills and use them appropriately to
serve the best interest of the organization and
harness all possible means to replicate these skills
to address the growing challenges of 21st century
leadership.
Findings revealed in this study are
inconclusive that leadership attributes are potent
and absolute as far as leadership contribution is
concerned, for every leader has his own leadership
management and style. There are possible
leadership attributes less explored and are not
evident in this study which could be timely for
possible research studies empirically grounded
particularly within the concept and control of
metrical variables specified in the quantitative
12
SAMPLE PHILIPPINE SCHOOL DOHA
_______________________________________________________________
Benincasa R (2012). How winning works: 8
essential leadership lessons from the toughest
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Chapman A (2017). Leadership training, leadership Edmonds C (2011). The leader's primary
tips, theory, skills, for leadership training and contribution: Discretionary energy | the
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effectiveness in diverse workplace teacher leadership program in supporting
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quantitative, and mixed methodsapproaches needed for IT leadership roles. Retrieved
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http://www.globalthinkersforum.org/wpcon es-betweenempowerment-delegation-
tent/uploads/2014/06/GTF-Global- 4298.html
LeadershipTrends-Report-2014.pdf
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Introduction to qualitative research.The Retrieved from
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Harvey S, Grégoire J (2014). Four major
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Hewes R (2014). Top ten traits of great leaders.
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Hofer M, Johnson L (2017). How the hack mindset Lovvorn AS, Chen JS (2011). Developing a global
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15
SAMP
_______________________________________________________________
APENDIX A
LETTER OF VALIDATION
October 15, 2018

ROWENA ELSA P. SAGAYADORO, Ed.D.
Junior High School Department
Philippine School Doha
Doha, State of Qatar
Dear Ma’am:
Warm Greetings!
The undersigned Senior High School students are currently conducting a research study entitled, PROGRESS
TOWARDS TOURISM: CAPTURING THE LIVED EXPERIENCES OF ENGINEERS WITNESSING THE
POTENTIALITY OF QATAR AS A TOURIST DESTINATION BY THE YEAR 2030.
Considering your expertise, the researchers would like to seek help in validating our research instrument.
Attached herewith are our Statement of the Problem and Interview Guide Questions for your reference.
We are sincerely hoping for your positive response. Whatever help you could extend to the success of the
study would be very much appreciated.
APPENDICES
May the Lord unceasingly bless you!
Gratefully,
Jezrael C. Demonguitan
Kevin Derryl M. Fernandez
Radge Rei G. Magdael
Jennifer D. Dolojan
Christenzen Marinelle C. Magadia
Ashley Mae B. Umali
16
_______________________________________________________________
Mary Rose T. Villanueva
Researchers
Fredelito Don John A. Vallesteros, Ph.D. Noemi F. Formoran, Ed.D.

Research Adviser/Teacher Vice Principal - SHS
Approved by:
ROWENA ELSA P. SAGAYADORO, ED.D.
Science Teacher
APENDIX B
CONSENT FORM
September 23, 2018
Dear Participant,
I am Ashley Mae B. Umali, a senior high school student of Philippine School Doha, currently working on my research
study entitled: PROGRESS TOWARDS TOURISM: CAPTURING THE LIVED EXPERIENCES OF ENGINEERS
WITNESSING THE POTENTIALITY OF QATAR AS A TOURIST DESTINATION BY THE YEAR 2030.
In this regard, I am humbly requesting your utmost participation in the mentioned research project. The study is
essentially private and serves as a partial fulfillment for my requirements for Grade 12 – STEM Strand.Your
participation includes your willingness to share experiences working as an engineer in Qatar for more than 10 years
and your perceptions about the tourism industry of Qatar by the year 2030. The interview will only last for an hour
and maybe extended for the same length as a follow-up. Aware of the limitation to take note all the sharing, may I ask
permission for your responses to be recorded for the purpose of transcribing and categorizing data. Your sharing will
be kept highly confidential. As much as possible I will be using a pseudonym for your name and the company you are
currently employed. This study will be shared with my research committee and other appropriate members of
E APPENDICES
Philippine School Doha.
Thank you very much for your time and effort in anticipation that your sharing will inspire other researchers to
conduct studies relative to the progress of Qatar tourism industry. Your contribution is highly acknowledged with
much optimism that its success expands the meaningful purpose of the existence of PSD. Should you need further
clarification relative to my request, please feel free to call or text me at this contact number – +97466545174.
Sincerely yours,
ASHLEY MAE B. UMALI

Grade 12 – STEM Student
Noted by:
_____________________________
DR. FREDELITO DON JOHN A. VALLESTEROS
17
_______________________________________________________________
Research Adviser
_____________________________
Dr. NOEMI F. FORMARAN
Vice Principal, Senior High School
Please sign below signifying your participation in this thesis research project.
Signature ______________________________________
Print Name ____________________________________
Date__________________________________________
Preferred date and time for interview ________________
APENDIX C
ROBOTFOTO
Kindly fill out the following information.
Name: _________________________________________________________________
Gender  Male  Female
Civil Status  Single  Married
Contact Number:_________________ E-mail:__________________________________
Address: _______________________________________________________________
Educational Attainment
 Bachelor’s Degree in ____________________
 Others (Please specify): __________________
Years of Stay in Qatar: __________________________________
Occupation: ____________________________________________________________
Short description of your work:
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
APPENDICES
________________________________________________________
18
_______________________________________________________________
APENDIX D
INTERVIEW QUESTIONS
Central Question:
How do the engineers perceive the potentiality of Qatar to be a tourism hub by the year 2030?
Specific Question:
How do the engineers view the tourism industry of Qatar by the year 2030?
Developmental Questions:
1. How do the engineers view the tourism industry of Qatar by the year 2030?
1.1. In your perspective, how do you view Qatar’s current state?
1.1.1. How do you feel about Qatar’s current progress?
1.1.2. What specific industry is more progressively dominant in Qatar’s development? (i.e.
global, economic, tourism, business)
1.2. What do you think of Qatar’s stability by the year 2030?
1.2.1. Is the country economically developing at a constant rate? In what particular manner?
APPENDICES
1.2.2. How do you view Qatar’s main source of income?
1.2.3. In the year 2030, what do you think will be the financial status of Qatar?
1.3. Currently, the Qatar government is prioritizing its economic diversification.
What is your perspective about this matter?
1.3.1. What are the common specific efforts that the Qatar government is currently working?
1.3.2. Why do you believe that these efforts are significant and necessary?
1.4. What are the current tourist attractions in Qatar that attract visitors outside the
region?
1.4.1. What possible tourist attractions can you suggest to be developed?
1.4.2. What ways or methods that Qatar can do in order to achieve all of these?
1.4.3. Based on research, Souq Waqif, Corniche and Museum of Islamic Art are
the popular tourist attractions in Doha, Qatar. How can Qatar boost these places
to attract more visitors outside the region?
1.5. What can you say about the construction of different outdoor amusement parks in
Qatar?
1.5.1. Taking in consideration of the country’s hot desert climate, how can be this
be of hindrance?
19
_______________________________________________________________
1.6. Based from what you have observed, how can the Qatar government improve its
tourism industry?
1.6.1. Do you believe Qatar is currently putting an effort to strengthen this
industry by putting more tourism infrastructures? Why?
1.6.2. What other ways can you suggest for Qatar to improve its tourism industry?
1.7. Other than Doha, what cities in Qatar would prosper in tourism by the year 2030? What
are your bases?
1.7.1. How can this help in boosting Qatar’s international image regarding
tourism?
1.8. Regarding the 2022 FIFA World Cup along with other sports tournament to be hosted in
Qatar, will this help in boosting Qatar’s tourism industry?
1.8.1. How can sport events enhance Qatar’s image as a tourist destination?
1.9. According to Qatar Tourism Authority, Qatar’s target is 7 million visitors by the year 2030, what are the
basis of this target?
1.9.1. What makes Qatar capable of achieving this target number of visitors by the
year 2030?
APPENDICES
20
_______________________________________________________________
APENDIX D
MEMBER CHECKING FORM
Member Checking Committee Decode

Questions Etic Response
Responses
Member 1 Member 2 Member 3

APPENDICES
21
_______________________________________________________________
.
APENDIX E
TIME TABLE FOR RESEARCH
Activity Time Frame GANTT CHART

Completio
Start
n
Jun Jul Aug Sep Oct Nov Dec Jan Feb

June 1, July 30,

Literature Review
2015 2015
E APPENDICES
Research
August 1, September
Proposal
2015 6, 2015
Preparation
Proposal September
Defense

7, 2015
September September
Revisions
8, 2015 30, 2015

Data Gathering
October 1, October
Interview and
2015 15, 2015
Transcription

22
_______________________________________________________________

October November
Data Analysis
16, 2015 30, 2015

December February
Research Writing
1, 2015 15, 2016
February
Final Defense
16, 2016
APENDIX F
DENDOGRAM
Questions Responses Thought Unit Theme
23
_______________________________________________________________
How do you manage I have to inspect the
your Inventory? Why stock level of certain
is it important? product. (R1)
I have to do my
inventory every moth Monitoring INSPECTION
so I can monitor my
stocks. (R6)
All the materials are

listed on the
accession record.
(R4)
How do you
safeguard the Proper storage. (R6)
inventory of the
APPENDICES
company?
For the medicine, we
put it in the medicine
cabinet safe with
glass and every time Orderliness MOBILIZATION
we go home, we lock
it and we keep the
key. (R5)
Arrangement (R4)
Yes of course it is
very efficient because
it is easy for us to
locate the books Orderliness MOBILIZATION
Do you consider
where they are what
computer system as a
area ah they are (R3)
more efficient way of
handling Inventory?
Why? there are things that
the computer can do
that also human
cannot, there are also
humans can do but
the computer cannot,
Authority ASSUMPTION
but in the inventory
process, it’s better to
have both of them
(R4)
APENDIX G
24
_______________________________________________________________
COOL ANALYSIS OF DATA
Question: R1 R2 R3 R4 R5 R6
6. Why is it magiging para so that we we could to make you can

important mas easy malalaman know ah provide sure that monitor
to have an yungtraba naming what books summary the stocks the flow of
Inventory ho. kung may are needed of the esp. the your
system in kulang for the inventory medicines materials
your work it would kung ano students or list of is enough and
place? be fast pang and the books chemicals
dapatayusi teachers or so that we
mas n materials will know you can
maramika that are in how many have proof
APPENDICES
ngmagaga maging the library are used if you have
wa kung smooth through and how inventory
may yung flow the many are record
system ka ng trabaho. computer- to be
based replaced
may inventory
computeri record.
zed
system ka
input
kalang ng
input the
system
will
provide
you kung
anoyungm
gakailanga
nmo
Appendix H
25
_______________________________________________________________
THE INTERVIEW PROTOCOL
The method employed in this study is phenomenology. Its purpose is to recall the personal conscious feelings
and experiences of selected non-teaching staff of Philippine School Doha about Inventory Practices evident in
their workplace. It is the task of the researcher to focus the line of interview questions directly on research
related matters being studied upon. Interviews will consist of three parts, namely: a) research preparation; b)
interview proper; and c) research analysis and follow ups.
A. Research Preparation
The researcher will introduce himself and explain the possible interview activities. He explains the
nature of the research project. The telephone or e-mail may be used for further communication if the
need arises.
Personal appointment for participants will be scheduled should the permission from them will be
APPENDICES
granted.
The researcher should equip himself with gadgets needed for the interview such as interview
questions, notebook for note taking and recorder. He makes sure that the equipment is in good
condition.
B. Interview proper
a. Ambience with a good and well ventilated room is essential to set the mood prior to the interview
proper.
b. Casual chatting is made for rapport and a conversational atmosphere for the interview. The
robotfoto will be filled out and informed consent will be given to the interviewee to be signed.
c. Name, date, time and place are indicated. Starts the interview with general open-ended questions.
d. Listens attentively to the sharing. Raises clarificatory and elaborating questions for probing if it is
necessary. Remember that it is a conversation.
e. Let’s the interviewee feel at home by allowing him/her to talk more; elicits as much information as
he can, concentrates on the focus/target questions until probing is achieved.
f. Tries to think ahead of the questions so that conversations will not be interrupted.
g. Asks the interviewee if there is additional information that he/she would like to share.
h. Asks for other available forms of communication that would enhance strength of the information
being shared.
C. Paper Work and Follow up
a. Extracts the recording from digital recorder to the computer, plays and listens to the
conversations. Creates special folder for the files indicating the date, month and year of the
interviews.
b. Transcribes what was said in the conversation. Does not edit the wording of the conversations.
c. Prints copies of the transcription and keeps in a plastic folder.
26
_______________________________________________________________
d. Clarificatory questions with regard to the transcript of the interview with the interviewees
may be done this time.
e. Keeps the archive for reference purposes.
LE APPENDICES
27
_______________________________________________________________
BIOGRAPHICAL SKETCH
INDIVIDUAL
The biographical sketch should be a brief professional career development document which describes your
educational background, work experience(s), study abroad participation, student or community
organizations, and any other professional activities/honors you would like to include. You can view this as a
written summary of your resume that also includes items that are difficult to convey in the bulleted style of a
resume. Specific requirements follow:
1. One to three paragraphs with a 250 word limit.
2. Limited to professional and academic qualifications, although interests and skill information may be
included as appropriate.
3. Photographs of a professional and appropriate nature are permitted and encouraged.
Example of Student Bio:

Elizabeth Erin is currently in her 5th year of study in the Architectural Engineering Program at Penn State
University. In May 2008, she will graduate with an Integrated Bachelor/Master of Architectural Engineering
degree, with a focus in structural systems. Ms. Erin is a member of a number of professional and student
organizations including the Penn State Chapter of the Architectural Engineering Institute (Student Society of
Architectural Engineers), Structural Engineers Association (SEI) and Women in Engineering. During the past
two summers, Elizabeth participated in structural engineering internships with the Large Group, a nationally
recognized AE firm and LRFD, Inc., a structural engineering consulting firm concentrating in the design of new
buildings for architecture clients. These experiences provided her with valuable experience and insight into
the design, coordination, and construction of a variety of building types. Elizabeth passed the FE Exam this
past October and will gain EIT status upon graduation. In the short term, she looks forward to beginning work
as structural engineer for a consulting or AE firm to gain knowledge and practical experience in the structural
engineering profession and to obtain her license as a Professional Engineer (PE). Outside of academics,
Elizabeth is very involved in University activities. She spent 4 years as a Lion Ambassador. As a 5th year
senior, she is now serving as a student advisor to the Lion Cubs, a University service organization that assists
freshmen on campus. In addition to these major activities, Ms. Erin is also an Architectural Engineering Envoy,
representing the AE department to prospective students during open houses. Other activities include the Penn
Pal Program, Campus Crusade and the 5th year AE Senior Thesis Studio Facility Committee
28

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PHILIPPINE SCHOOL DOHA

RESEARCH DEVELOPMENT, ACCREDITATION AND PUBLICATION OFFICE

Keywords: Reintegration, Challenges, Migrant Workers, Familial

SAMPLE REFERENCES A.P.A

October 15, 2018

Fredelito Don John A. Vallesteros, Ph.D. Noemi F. Formoran, Ed.D.

ASHLEY MAE B. UMALI

Kindly fill out the following information.

Member Checking Committee Decode

Activity Time Frame GANTT CHART

June 1, July 30,

Questions Responses Thought Unit Theme

All the materials are

6. Why is it magiging para so that we we could to make you can

C. Paper Work and Follow up

Example of Student Bio:

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