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<p>This study explored the lived experiences of Filipino junior high school language teachers exposed to destructive leadership (DL). Utilizing a transcendental phenomenological design, this research aimed to understand the essence of this phenomenon from the perspective of those directly affected. Data were gathered from 20 purposively selected language teachers in the Philippines through a unique multi-modal process involving participant-created doodles followed by in-depth, semi-structured interviews explaining the visuals and elaborating on experiences. Data analysis, guided by phenomenological procedures including epoché, horizontalization, and thematic analysis, revealed three core themes: (1) The Lived Experience of Being Systematically Undermined and Devalued, (2) The Endured Psychological and Emotional Burden, often including trauma and (3) The Corrosive Impact on Professional Identity and Motivation, particularly concerning their role as language educators. The synthesized essence highlighted a profound personal and professional violation characterized by invalidation, fear, emotional scarring, and erosion of the self. Findings underscore the severe harm inflicted by DL in educational settings and emphasize the need for context-sensitive interventions, including improved leadership practices, robust teacher support systems, and greater accountability within the Philippine educational context, especially for language teachers facing unique professional demands.</p>

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Phenomenologizing Filipino language teachers’ lived experiences on exposure to destructive leadership via emotion-based doodles

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月26日

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  • Ferdinand Bulusan

摘要

This study explored the lived experiences of Filipino junior high school language teachers exposed to destructive leadership (DL). Utilizing a transcendental phenomenological design, this research aimed to understand the essence of this phenomenon from the perspective of those directly affected. Data were gathered from 20 purposively selected language teachers in the Philippines through a unique multi-modal process involving participant-created doodles followed by in-depth, semi-structured interviews explaining the visuals and elaborating on experiences. Data analysis, guided by phenomenological procedures including epoché, horizontalization, and thematic analysis, revealed three core themes: (1) The Lived Experience of Being Systematically Undermined and Devalued, (2) The Endured Psychological and Emotional Burden, often including trauma and (3) The Corrosive Impact on Professional Identity and Motivation, particularly concerning their role as language educators. The synthesized essence highlighted a profound personal and professional violation characterized by invalidation, fear, emotional scarring, and erosion of the self. Findings underscore the severe harm inflicted by DL in educational settings and emphasize the need for context-sensitive interventions, including improved leadership practices, robust teacher support systems, and greater accountability within the Philippine educational context, especially for language teachers facing unique professional demands.