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From Employment to Empowerment: A Phenomenological Study of
Women’s Leadership Development in the Service Industry as Basis
for Enhancing Technical Vocational Programs
Jennifer C. Bermudez
National Teachers College, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0731
Received: 26 November 2025; Accepted: 03 December 2025; Published: 11 December 2025
ABSTRACT
While Filipino women are globally recognized for their exceptional performance in technical and vocational
skills, they are constrained by gaps locally in terms of opportunities for leadership capacity building. The
Philippines’ technical and vocational education and training (TVET) have been focused on providing immediate
employment for economic and financial stability. This research expanded this vision by studying how leadership
learning and development practices could be embedded within an existing all-female TVET institution. Using
the latest iteration of Interpretative Phenomenological Analysis (IPA) to generate actionable leadership
development strategies, ten themes of leadership growth strategies surfaced from the in-depth interviews.
The findings affirmed that women’s voices and lived experiences are a rich source of strategies for institutional
growth, with the potential to transform a TVET institution into a launchpad for leadership learning and personal
agency. Participants advocated a shift from an exclusively technical model to one that is holistic and
humancentered, preparing students to not only gain employment but to lead with capability in service industries.
Their experiences translate into ten strategic imperatives for TVET: (1) modelling human-centered educator
traits; (2) instilling trust through relational intelligence and communicative competence; (3) personalizing
mentorship to support reflective and resilient growth especially during the transition from TVET to workplace;
(4) embedding ethical leadership through time-tested, dignity-affirming practices; and (5) integrating leadership
development into training and apprenticeship programs. With a robust set of leadership development strategies
embedded in the TVET curriculum, skilled women could influence decisions and policies in favor of better and
more equitable working conditions that support their wellbeing and family flourishing. The study calls for a
continual and systematic cultivation of women’s skills by providing leadership development opportunities during
and after TVET, thus fostering an attitude of lifelong learning so vital for women to become leaders in service
industries. Further research may be undertaken to investigate how leadership literacy may be introduced in basic
education, how leadership components may be included in the basic curriculum, and how blended models that
pair local institutions with overseas immersion and portfolio-based assessment may be designed. This research
seeks to contribute to the TESDA Modernization Act of 2025 by reframing Philippine TVET from being an
employment pipeline to an empowering incubator of Filipina leadership in the service industry.
Keywords: Filipino women, technical and vocational education and training (TVET), leadership development,
lived experiences, service industry
INTRODUCTION
Although the concept of leadership has been a common topic of scholarship, learning about how one capacitates
as a leader remains understudied among women in the service industry (Israel, 2022; National Economic and
Development Authority, 2019; David et al., 2017; Hechanova et al., 2006). Recent Philippine studies underscore
the need for “targeted initiatives that identify and support high-potential female employees” (Poquiz et al., 2023,
p. 47; Cabegin & Gaddi, 2019; Asinas et al., 2019). This research contributes to the national conversation on
workforce dignity by formulating a leadership capability-building thrust for women in technical vocational
fields. As Philippine society progressed into the 21st century, the demands placed on TESDA schools are rapidly
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evolving. TVET institutions must adapt to lifelong learning needs and continually design upskilling or reskilling
programs as careers become less linear. Regulatory changes add tedious administrative work, and industry
partnerships for internships and job placements require negotiations for fair treatment and better working
conditions. This study contributes to that momentum by advocating for the early detection and development of
leadership potentials among young women who are pursuing careers in technical and vocational fields. The
recommendations aimed to boost the cooperating agencies with a solid orientation toward lifelong learning and
leadership development.
LITERATURE REVIEW
A historical overview shows that food retail, restaurant, health, and education sectors have been important
sources of employment for women all over the world (De Leon, 2023; Ozdemir, 2021). The Southeast Asian
region has seen an increasing percentage of women’s labor participation based on updates from the World
Economic Forum. The National Economic Development Authority (2021) reported that women consistently
occupy a higher rate of employment than men in hotel, food, education, and health services. These kinds of jobs
often entail thoughtfulness, typically regarded as women’s unique strength. However, there was mounting
evidence that human care and service-oriented professions are frequently “undermined and underpaid” (Law,
2020). The Women in Hospitality movement reported that women comprised 55.5 percent of the workforce in
hospitality in 2017, 23 percent of hospitality company board seats and only one out of 31 CEO positions (WOH,
2019). This shows a disparity between employment rates and representation in decisions and policy making.
Problems that women face in the service industry
Women face many challenges that need to be surmounted if they are to exercise leadership in the workplace.
Among these are difficulties in achieving harmony between work and family, lack of professional coaching and
managerial or mentoring support, and lack of meaningful interactions (Roces, 2019; Alvero, 2018; Asinas et al.,
2019). Harmonizing domestic responsibilities with source of livelihood (Israel, 2022, p. 7859) has persistently
been reported in statistical studies. Occupational segregation, undervaluation of women’s performance, and
significant gap in remuneration have likewise been reported (Darroca et al., 2024, p. 97). A statistical study of
women employed identified the following barriers to women’s continuing education: the lack of positive attitude
for lifelong learning and job-specific training in both formal and informal settings, the lack of effective
communication skills, and the perceived lack of equity in opportunities for professional development (Asinas et
al, 2019). Thus, training women for leadership is urgent for a better conceptual and practical understanding of
how technical and vocational courses could be designed and imparted specifically to women and their needs.
Lived experiences in leadership development
Eldor (2021) illustrated that leadership development is shaped by witnessing the good example of leaders,
thereby highlighting the organization’s core values and making those concretely manifested in daily work
practices. Seen in this light, the topic of leadership development is not confined to the study of individual
personal experiences merely, but of these experiences mutually reinforcing one another as a whole. Minani and
Sikubwabo (2022) emphasized the importance of developing hands-on skills, which have empowered women to
feel independent and, to some degree, self-sufficient.
David Kolb (1984) emphasized human experiences as the impetus for learning. His framework of experiencing,
reflecting, thinking, and acting has been widely recognized in adult education literature ("What is experiential
learning?" 2023). Accordingly, the experiential learning process engages the person towards deeper levels of
self-awareness and self-management, elements indispensable for leadership training (Kumar et al., 2014; MIT
Human Skills Matrix, 2020; Covey, 2024). Kistner (2020) explained that occupational well-being is not primarily
defined by a specific career as by the sense of purpose and meaningful direction derived from work.
Proving Kolbe’s point, Billet’s (2017) conceptualization of learning goes deeper than mere technical preparation.
He viewed learning as a personalized process that emphasizes the refinement of human attitudes over time.
“Unless lifelong learning is seen as a personal fact (i.e., something that arises from and is secured by persons),
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it will remain misunderstood and limited in its explanatory power and utility in guiding lifelong education”
(Abstract). He draws the differences between “lifelong learning” and “lifelong education” by indicating the
former’s emphasis on personal fulfillment, human experiences, maturity, the importance of truth, values, and
delightful engagement at work as more satisfying than the acquisition of diploma, financial rewards, or social
approval.
Consistent with Billett’s concept, Andreev (2022) defined learning as that which is focused on the improvement
of self and initiated by self. He emphasized how authentic learning is self-motivated, often informal, sometimes
at no cost, and often pursued out of keen interest to acquire a new skill, develop one’s personality, or expand
one’s skill set. Seen from this perspective, taking a TVET course holds promise as a form of high-quality
education, a pathway to progress and fulfillment, where the practice of leadership may also be achieved.
The complexity of being human reflects the multifaceted nature of learning. Learning happens not by chance or
sorely out of external needs, but arises from an intrinsic desire to grow, evolve, and transcend (Cloke, 2024;
Ryan, 2013). The harmonious integration of the different dimensions of a person is a characteristic feature of
adult learning and this is true in leadership capacity building.
Ogema et al. (2021) have emphasized the importance of motivation, particularly intrinsic motivation, in
leadership learning. For McCall (2014), leadership development is a series of experiential learning processes.
This is especially true for adults: despite the average adult’s capabilities for higher-order thinking, the starting
point remains at the level of concrete experiences and the increasing ability to connect the tangible with the
transcendentals. Following this theory, job experience is a key part of talent management in the service industry,
and deliberate planning for varied learning experiences helps ensure that experiential learnings are maximized.
McCall (2014) reported that “When job assignments intended to provide critical experiences are monitored and
integrated with other aspects of talent management, they can be extraordinarily useful for raising the level of
leadership performance” (p. 20).
Research Gap
Previous studies about women in the service industry have largely consisted of statistical reports about rising
employment rates and gender pay gaps. Notwithstanding the invaluable information such studies give, the
continual and experiential learning necessary for women to thrive and be recognized as leadership potential in
the workplace has not been sufficiently dealt with - an observation confirmed by the Philippine Business
Coalition for Women Empowerment (2024).
The theories revealed that though there are different styles to developing or harnessing leadership potentials,
real-life human experiences are indispensable factors to leadership capacity-building. How these could be
developed through andragogic strategies practices was the challenge tackled in this study. Unlike previous
studies, this research did not limit itself to surfacing the barriers that held women back from exercising personal
agency—data that has been amply supplied by other studies. Instead, this study sought to address those barriers
with actionable insights and strategies from the perspectives and experiences of skilled women in TVET and
related industries.
While the theories give due emphasis to lived experiences as pivotal to leadership growth, a gap exists in the
strategies through which those skills are interwoven in technical and vocational programs. Technical skills, if
presented with no human pivot, could render leadership and human flourishing out of reach for women who are
being prepared for a largely manual or care-oriented work, bereft of proactive attitudes for integral personal
development.
Despite the potential of life-centric stories in generating evidence that could inform policies and practices, a
cursory look at existing research revealed that the number of research studies conducted using qualitative
methods remains modest compared to quantitative studies. It is a missed opportunity to listen to the voices of
skilled experts when re-designing programs that give greater relevance to end-users. “Lived experiences” as a
method corresponds to the National Economic and Development Authority (NEDA)’s recommendation, which
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advised researchers to have “greater sensitivity of women’s work in data collection methods” (Cabegin & Gaddi,
2019, p. 65) to fully capture women’s situations. Because their lived experiences and anecdotal records are not
typically sought by policymakers, decision-makers, or industry employers, more research should be conducted
along these lines to help bring about “a just and equitable industry that requires commitment to empower women
to thrive in all facets of this sector” (Darroca et al, 2024, p. 105). This study aimed to contribute to the growing
literature by listening to their narratives.
Statement Of the Problem
This research sought to address the following questions:
1. How do women in the service industry experience and interpret their leadership growth and
responsibilities?
2. How do women make sense of the actions and experiences that have shaped their leadership attitudes
and capabilities?
3. What insights and strategies for leadership capacity building emerged from women’s lived experiences
in the service industry?
Significance Of the Study
For the female trainees of technical vocational schools. Although this study focused on the lived experiences of
women previously affiliated with a single agency, the cohorts of trainees, both current and future, stand to gain
from the enhanced training models and strategies that constitute the findings of this study. Embedding leadership
literacy into training can help shift the narrative from employability alone to one of human flourishing and
leadership agency.
For the adult skilled women who were the principal participants in this research. The study served as a platform
for reflection, reconnection, and contribution to their alma mater. Their involvement fostered a renewed sense of
purpose and affirmed their role as knowledge-bearers and future mentors.
From an industry aspect, this study supports the development of human capital. While technical and vocational
training have been programmed to provide the hard skills needed for the growing demands of the labor market,
training programs do not typically equip women with personal and professional capacities seen as determinants
of personal growth, leadership, and integral human development.
For TVET trainers, this research represents a significant effort to address vital elements that may have been
overlooked in existing TVET programs. By researching the meaning participants attach to leadership learning
and combining their perspectives, the study can help develop a shared understanding of how to enhance the
curriculum with a leadership-oriented approach to skills subjects, viewing students as active rather than passive
learners. Teachers can benefit from the anticipated changes, such as blending existing courses with leadership
components.
For policy makers, this study amplifies the thrust to create a better hub and interface between the work industry
and training institutions. The recommendations can inform future research about women and leadership, and
drive positive changes in educational practices.
The results are transferable to a broader audience of women who are inclined to the technical vocational path
and thus may apply to other similar institutions belonging to the wider population of interest.
METHODOLOGY
Within a qualitative approach, a phenomenological research design was employed to delve deep into the
leadership development experiences of women in the service industry. Specifically, the study utilized the most
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recent iteration of the Interpretative Phenomenological Analysis (IPA) by Jonathan Smith, Paul Flowers, and
Michael Larkin (2022) as its methodological framework, allowing for the co-constructive exercise of listening
to, describing, and interpreting how the women participants made sense of their leadership journeys.
Bryman (2004) argues for the qualitative approach being “consistent with and adaptable to the values of women”
(p. 22), emphasizing that “only research on women that is intended for women will be consistent with the wider
political needs” (p. 23). Scholars have noted an affinity between women's studies and the qualitative approach
that naturally allows “feminist sensitivity to come to the fore, focus on women’s experiences, listen and explore
shared meanings between women to reformulate agendas” (pp. 288-289). This observation is echoed by the
National Economic and Development Authority (NEDA) which prompted researchers to exercise “greater
sensitivity of women’s work in data collection methods to capture more fully their situations” (Cabegin & Gaddi,
2019, p. 65). “Participation of women in leadership positions brings diverse perspectives…that enable them to
nurture leadership skills” (Ismail et al., 2023, p. 11).
Phenomenology
Phenomenology is deemed appropriate for this study for a number of reasons: first, the topic searches not for
measurement but for the meaningfulness of lived human experiences; second, the researcher’s background
explained in the introduction allows her to be adequately familiar yet objectively distant to the phenomenon
under study - an important element of phenomenological effectiveness; third, the narratives of experience beg
for an analysis as a composite whole rather than as fragments or pieces; and fourth, participants with slightly
varying work exposure, but all possessing leadership experience in service industries, were selected purposefully
for the study, as required by a phenomenological study. The strength of its design lies in its potential to find
underlying themes, capture the nature of experiences, and thus contribute more effectively towards improvement
or transformation in a given context. This process lends itself to uncover both commonalities and nuances across
the participants' lived experiences (Patterson, 2018). It proves to be a relevant research design for addressing
complex educational issues, especially where women are involved, because it engages women participants as
persons and co-researchers, not simply laborers, workers, or respondents (Englander & Morley, 2021).
The sample consisted of twenty-four participants. All participants had more than five years of leadership
experience and were presently or previously affiliated with a single institution. The purposeful selection, based
on the participants’ affiliation to a particular context and leadership background, represents “a perspective, rather
than a population” as required in phenomenological studies (Smith et al., 2009, p. 49). Leadership qualification
refers to management, supervisory, or team leadership roles in either a service industry such as culinary, food
and beverage, catering, food entrepreneurship; or a leadership role in a TVET institution that offers these courses.
Table 1. Demographics of the Participants
To ensure that the data to be gathered were deep and diverse, participants were chosen based on an even split of
<10 years and >10 years of leadership, as shown in Table 2. The table also specifies relevant domains or areas
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of specialization that align with the phenomenon under study: the leadership development of women in the
service industry.
In favor of depth over breadth, the sample size was intentionally small and manageable to ensure a rich and
nuanced understanding of unique lived experiences. As Smith et al. (2009) note, “IPA studies are conducted on
relatively small sample sizes, and the aim is to find a reasonably homogeneous sample” (p. 3). Alase (2017)
stated that “the essence of conducting an IPA research study with homogenous participants is to get a better
gauge and understanding of the overall perceptions among the participants’ lived experiences” (p.13). Creswell
(2013) also stated that “all participants [should] have lived experiences of the phenomenon being studied” (p.
155), where depth is emphasized more than breadth. What matters in an IPA study is that participants had a
common experience of the phenomenon and that their selection reflected the homogeneity of the participants.
This study selected participants who have successfully transitioned from skilled work to leadership
responsibilities in service industries. The twenty-four participants selected for this study constituted a defined
group for whom the research problem had relevance. All participants possessed leadership, managerial, or
supervisory experience in hotel, restaurant, catering, food business, or entrepreneurship, housekeeping, or related
service industry, or in TVET as a trainer, assessor, mentor, supervisor, school director, manager, or human
resource officer. All participants were presently or formerly affiliated with the institution either as a member of
the management, faculty, or training staff, or pool of resource persons; or as graduates of the dual training system.
As this is a study about leadership growth and development, it was imperative that the participants had a
minimum of three years of supervisory, managerial, or team lead experience in the service industry.
To minimize bias and ensure ethical treatment, the screening criteria were transparent, objective, and consistently
applied. They were communicated openly and in writing and were applied equitably.
Research Instruments
This study utilized three instruments: (a) semi-structured interviews to elicit personal narratives about leadership
growth; (b) observations in-situ, to capture behaviors in authentic and real-life settings; and (c) written
testimonies available to the public. While not the primary source of interpretative phenomenology, the
observation protocol allowed for bolstering an in-depth understanding of the phenomena and convergence with
the oral interview accounts, strengthening the credibility of the study. Figure 5 shows the interplay of the sources
from which data were taken. As a confirmatory source, the researcher undertook non-participant, unobtrusive
observation for five days.
Figure 1: Sources of Data
There were fifteen written testimonies and some photographs published online and in print, which served as a
subtle source of information to the researcher.
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Instrument Validation
The instruments used in this study were made entirely by the researcher. These were subjected to examination
by a panel of experts for a period of four months, and then afterwards revised and improved based on their
feedback.
Internal validity, or the coherence between the research questions and the research tools, refers to the capacity
for the interview questions to yield responses that are likely to meet and match the objectives of the research.
Credibility was achieved through member checks of the interview transcripts. Of the twenty-four participants,
four provided further elaboration of their responses.
Transferability or the extent to which the findings may be applied to other similar situations is supported by this
study’s aim of providing a contextual and coherent understanding of the inferences from the participating
individuals.
Dependability or the possibility of repeating the same study was supported by providing an in-depth description
of the methodology. The researcher used a facilitative and appreciative style of questioning to help maintain
focus, encourage an adequate level of disclosure, and reach mutual understanding. Building trust through
respectful dialogue, ensuring informed consent, and using participants’ preferred language fostered openness.
Flexibility in the interview structure, such as allowing storytelling, accommodated different speaking styles.
The interviewees were encouraged to give answers in their own words and to elaborate if responses had been
ambiguous or if the researcher wished the narrative to go deeper or be more specific. Self-reported experiences
were verified with member-checking, and analyses were combined with on-site observations and document study
to strengthen the trustworthiness of the results.
Data Analysis
This study utilized the updated IPA terminology based on the 2022 edition by Smith et al. The use of experiential
statements over codes gave high fidelity to the lived experiences of the participants. Nine analytical steps were
employed in this study, described sequentially in succeeding paragraphs.
Multiple reading
First, the researcher had multiple reading sessions of the interview transcripts to immerse herself into the data
and recall the atmosphere and context of each of the interviews. This stage, often referred to as “immersion”,
served as a foundation for the subsequent steps. Figure 8 outlines the initial five-step analytic process for
interpreting experiential data, from immersion to thematic synthesis through iterative reading.
Figure 2: Steps 1-5: IPA Initial and Iterative steps
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Exploratory notations
Second, the researcher made notations on the transcript. The researcher identified points for discussion from the
clean verbatim transcripts. Member checking was likewise implemented at this point of the analytical process.
Formulation of experiential statements
Third, the researcher formulated experiential statements, striking a balance between being specific and grounded
on data, and abstract enough to be conceptual (Smith et al., 2022, p. 87). These experiential statements —
sentence or phrase-length—combined the participant’s experience with the analyst’s initial interpretation. The
researcher focused on the phrases and concepts from the previous stage to identify these experiential statements.
Connections and clustering of experiential statements
The researcher identified connections between the experiential statements and grouped similar statements into
clusters based on conceptual relationships. At this stage, the researcher moved beyond the details of the transcript
and made an “analytic shift” (Smith et al., 2009, p. 91).
Repetition of Steps 1 to 4
Once the experiential statements were organized based, the researcher moved on to the transcript of the next
participant, re-applying Steps One through Four, seeing the data at hand with fresh eyes, and ensuring that any
preconceptions from prior analysis did not influence the review of the next transcript. Horizontalization was
applied as a technique in which all pieces of data were seen as valuable, avoiding any prioritization during the
initial analysis.
Compilation of Personal Experiential Themes (PETs)
The researcher grouped the significant statements into larger categories referred to as Personal Experiential
Themes (formerly known as “superordinate themes”).
The preceding figure presents the final stages of the analysis, from the synthesis and interpretation of individual
themes to translation of actionable recommendations. Smith and Nizza (2022) described PETs as an aggregation
or integration of multiple statements, “an expression of the convergence” (p. 46) of the multiple experiential
statements (p. 94), capturing the main idea of the experiential statements within it, and reflecting their
convergence (p. 45).
Figure 3:
Steps 6
9:
IPA Compilation of Findings
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Consolidation into Group Experiential Themes
The researcher condensed and grouped the PETS based on some type of commonality (Smith et al. 2022, p. 101).
Hence, GETs are the synthesized or condensed versions of earlier PETs (Smith et al., 2022, p. 100), the
representation of various PETs as a whole (p. 101-102), highlighting what was central in the participants'
experiences, in the form of a table that included excerpts from the transcripts.
Interpretation of the Lived Experiences
The researcher synthesized the thematic findings into comprehensible and readable statements that are tightly
aligned to the research questions and objectives. The analysis partly incorporates “an interpretive component,
acknowledging that individuals are inherently engaged in meaning-making processes” (McLeod, 2024). McCall
(2014) explains, “People with potential [who] are allowed to engage in strategically relevant experiences, and…
learn the lessons from those experiences increases the probability of having… leadership talent” (p.23). In line
with this, the researcher avoided fragmenting or deconstructing the participants' lived experiences in a way that
might diminish their unique contributions to the study.
Communication of Findings
Once the findings were framed as a comprehensible and actionable set of recommendations corresponding to the
conceptual framework, the phenomenological process is concluded. The communication phase follows next,
when the researcher shares the findings with stakeholders, emphasizing actions, reflections, and strategies that
promote women’s leadership development in TVET. The findings were then translated into strategies, addressing
how leadership capacity can be integrated into TVET programs.
RESULTS AND DISCUSSION
Ten thematic responses to the research questions emerged from the interviews. The responses have been framed
as General Experiential Themes (GETs), the primary expressions of findings in IPA (Smith et al., 2022, p. 98),
written as a sentence or phrase that encapsulates the lived experiences and their interpretation, with both
participants and researchers reflecting IPA’s double hermeneutic where they co-construct meaning via member
checking and verifications (Smith et al, 2022; Smith and Nizza, 2022).
In response to the first research question, five Group Experiential Themes (GETs) emerged as pivotal lived
experiences that contributed to, or have impacted on, the leadership attitudes and capabilities of the participants
in this study. Actions perceived essential to leadership growth and development are: (1) the conscious and
deliberate effort to lead by example through clear expository speaking and skillful demonstration of one’s craft
or expertise; (2) strategic self-improvement in communicative competence and relational intelligence; (3) active
cultivation of selfhood through habits of self-care, specifically reflection, commitment to priority-focused
behavior, recreational activities such as hobbies, and family leisure; (4) habitual engagement in self-directed
learning through the application of informal means of learning; and (5) exposure to local and international
standards. Figure 4 shows these findings at a glance:
Figure 4:
Group Experiential Themes
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Figure 4 maps the first five interwoven themes on leadership development, showing the interplay of modeling
expertise, relational acumen, learning agency, personal formation, and exposure to global standards. From the
outset, the participants reveal that leadership is a dynamic integration of active presence and purposeful practice.
Prominent among the participants’ responses is the intentionality and deliberate nature of practicing the above
actions, until these become deeply ingrained good habits. As P1 put it, “If it's not a habit or part of your nature,
[these actions] will not make a leader.” P2 affirmed, “Leadership has to be learned; it’s a process of continuous
formation. One must not only want it but know how to become one.” Data displays and discussion of each of
the themes, numbered 1 to 5, follow.
Theme 1. Leading by example through effective expository speaking and skillful demonstration of one’s craft
or expertise.
Across the participants’ accounts, active modelling emerged as a key leadership act that consists primarily of
two skills: clear, expository speaking and the skillful demonstration of one’s knowledge, craft, or expertise.
Considered must-haves for leaders in the service industry, they define showmanship, a conscious and highly
visible leadership by example.
Table 2 presents Group Experiential Theme 1, along with selected quotes that give a glimpse of the different
facets of leadership by example and highlight the participants’ their shared belief in leadership as an embodied
act of showmanship. The letter P stands for participant while the number after it refers to one of the twenty-four
participants.
Table 2. Group Experiential Theme 1
Demonstration of expertise, coupled with clear expository skill, was found essential to building credibility and
followership. Leadership was thus experienced as a relational and performative practice: directing or delegating
by doing, modeling by serving, and influencing by example. The participants consistently interpret leadership as
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something anchored in approachability and the skillful sharing of one’s craft or expertise. The recognition of
establishing “balance - not distance - helps subordinates understand your role and position while being helpful
and approachable” (P17), highlighting an important nuance of exemplary leadership. “People will admire and
respect you only if they see you true to your word” (P21). P2 captured this ethos succinctly: “I learned from
[experience] that I can’t demand from others what I myself don’t do. Before delegating work, I must first be
willing to do it. Until I’ve worked with them, I would not know what my subordinates were capable of.”
Participants reveal that the ability to explain the reasons behind one’s actions and decisions is vital for leadership
and followership.
A leader doesn’t just sit in the office, working on calculations or planning. Those are part of the job, but the
mindset has to be one of service and adaptability. A real leader is ready to step into any role… knowing how to
do and explaining well, being willing to serve. (P13)
In this manner, the leader exercises adaptability, and influences others to become adaptable to change as well -
a trait viewed as necessary for effective leadership (Human Skills Matrix, 2024; Simpson, 2023). The importance
of knowing how to give the reasons behind one’s actions and decisions has been strongly emphasized by the
participants as part of accountability. P4 explained: “As a leader, I’m expected to demonstrate the logic behind
what I do and speak. In my current role, it's important to give reasons and be accountable.” P15 summed it all
up with a single statement: “You’ve got to walk your talk.”
At the heart of this theme lies the primordial importance of clarity in words and deeds; coherence in speech and
conduct are perceived as necessary qualities of an emerging leader. The aforementioned experiential statements
constitute what may be interpreted as active showmanship and conscious leadership by example, concurring with
the literature that leadership development is shaped not only by one’s personal experiences, but by the collective
experiences of people within an organization, mutually reinforcing positive examples of leadership conduct
(Eldor, 2021). This theme echoes Eldor’s description of leadership as manifested and visible competence and
credibility. These qualities improve not only an establishment’s service quality but also the employees’
productivity and morale, as it creates an environment where role models multiply; and where role models exist,
the likelihood increases for an emergence of a new cohort of leaders. This underscores the critical relevance of
the theme, as it highlights the conditions under which leadership qualities are cultivated and replicated within
service-oriented environments.
Theme 2. Strategic self-improvement in communicative competence, social know-how, and relational
intelligence.
Outstanding communicative competence and relational intelligence - not just sociability - were prominent areas
that the participants emphasized as crucial to leadership development. Purposeful cultivation of communicative
competence and social discernment are viewed as crucial to leadership development. As one participant puts it:
“When I found my voice to share insights about the significance of the work I’m doing, people started listening.
When I challenged the status quo and rethought how things could be done, those moments were turning points
for me” (P4). Listening attentively, planning conversations carefully, and offering feedback thoughtfully
emerged as part of exercising adaptive leadership in simple and complex situations.
While social intelligence might come off as something natural to those possessed of an extrovert personality, the
basics of social know-how are regarded by nearly all participants as a basic foundational trait of a leader,
regardless of personality type, a skill that must be developed by those being groomed for leadership
responsibility. A participant expresses how this is possible when one becomes personally driven:
I am an introvert, so it is important for me to lead by word and example, and to learn how to delegate; otherwise,
I end up doing things by myself…. I cannot always rely on the more outspoken ones to relay to others what I
have in mind, so I learned to speak up. (P14)
Participants consistently emphasized that leadership could not be practiced in isolation. They viewed avoidance
of difficult conversations such as giving performance appraisals, declining applications, engaging in
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negotiations, intervening for conflict resolutions, as well as congratulating opponents or complimenting
employees for a job well done as incompatible with effective leadership.
The participants’ accounts resonate with contemporary research about the importance of communication,
collaboration, empathy, negotiation, and relationship curation (Human Skills Matrix, 2024) in practically all
areas of personal, social, and professional life. Effective communication skills have been identified as one crucial
skill needed for leadership, and particularly by marginalized women who find difficulties in expressing their
thoughts, feelings, and choices and become more transparent - if not savvy - in projecting themselves (Minani
and Sikubwabo, 2022).
This finding is significant, adding depth and nuance to recent statistical studies that revealed a perceived inequity
in professional development opportunities for women in service industries due to limited communicative
competence and underdeveloped skills in self-expression (Darroca et al, 2024; Poquiz et al., 2023; Ismail, & Ab
Halim, 2023; Asinas et al, 2019). Studies have shown repeatedly how communication-related skills increase
productivity and promotional prospects (Paredes & Buenaventura, 2024, p. 405). As such, interpersonal skills
and collaborative styles must be developed among women to support their efforts in dealing with diverse
personalities and challenging circumstances within the workplace (Ismail & Ab Halim, 2023).
An interesting layer of experience shared by the participants was the usefulness of crafting a “communication
plan” not only in times of critical or problematic situations, but as an ordinary strategy lived day after day - and
not just with external clients, but within the organization. Developing effective communication skills help build
confidence and assertiveness, empowering women to make informed decisions. Equipping them with these skills
could enable them to overcome systemic barriers and pursue opportunities that might otherwise seem out of
reach.
While literature about communication abounds within the context of leadership, there seems to be a gnawing
absence of how communication is taught or mentored as part of leadership development programs, much less in
the TVET settings where time is ordinarily spent on practical skill-building. Literature about the why, how, and
effects of “communication plans” and dialogic strategies in leadership capacity building has yielded little from
a search on academic literature, which suggests that this aspect is a promising topic for future study.
Theme 3. Active cultivation of selfhood through hobbies and interests outside of one’s work, and having a
mentor.
Considered a habit of self-care deemed important by the participants are developing hobbies or interests beyond
one's area of professional expertise.
Table 3. Group Experiential Theme 3
The table shows the second subtheme under habits of self-care: recreation or creative pursuits, preferably in
solidarity with others; and intentional help-seeking from trusted mentors. This finding concurs with previous
studies showing how women recognize the need to set limits to work and resist compromising family obligations
to achieve work-life balance (Darroca et al, 2024; Poquiz et al., 2023; Kistner, 2020; Asinas, 2019). They
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reframed pastimes and leisure outside of one’s profession not merely as diversions, but as means for renewal of
one’s sense of belonging outside of work. Leisurely interests and hobbies developed outside of school became a
way of safeguarding personal well-being. Viewed as a form of self-care, especially when undertaken in solidarity
with one’s family or community, it was a necessary break that reinvigorated for the workweek ahead. P4 reported
her own experience: “The daring to do something else - something different apart from my daily work - feeds
me.” This partially affirms the findings of Minani and Sikubwabo (2022), who identified hands-on activities as
empowering, evoking a sense of independence and self-sufficiency that are felt needed by women.
In addition, the participants evoked a sense of gratitude for having had a coach or mentor to guide them through
life’s vicissitudes. Mentorship was seen by the participants as a wellspring for self-awareness and ethical
reflection, where vulnerability - if properly made sense of in light of values or life principles - may contribute to
the ongoing shaping of the self. Furthermore, the participants favored faculty who demonstrated hobbies or
engagement beyond academic occupation and actively promoted the holistic development of their students. P18
for example, valued her experience of having received classes outside the usual culinary and technical subjects,
such as art appreciation and values education, and justified their relevance by recognizing that these learnings,
though often intangible, can be applied by the graduates when they begin managing their own homes. The
participants expressed admiration for educators who exhibited more than just technical expertise, but were
wellrounded individuals imbued with wisdom. Potential leaders catch the habits of educators who model
leadership conduct. As expressed by P13, “If the trainees see and feel that they are cared for, they are likely to
treat others in the same way..."
The finding that mentors are needed in the shaping of a leadership identity is significant. Previous studies have
cited the lack of professional coaching and managerial support as an evident absence of opportunity towards
growth and advancement (Asinas et al., 2019; Roces, 2019; Alvero, 2018). Mentors act more than just “sounding
boards” of women’s difficulties, helping women to create personal constructs borne out of guidance from trusted
confidantes. This perspective echoes previous studies about the developmental nature of learning about
leadership and life in general (Chuang, 2024; Wells, 2023). Mentoring also makes possible the growing
acquisition of practical wisdom (Conley, 2024), characteristic of highly mature and experienced leaders, what
literature calls “expert wisdom” (Swartwood, 2013, p. 511).
Theme 4. Habitual engagement in self-directed learning through the application of informal and formal means
of learning: observation, systematic note-taking, documentation of best practices, skill upgrading.
Table 4. Group Experiential Theme 4
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Table 4 reveals the participants’ strong inclination towards self-initiated forms of learning, such as keen
observation, note-taking, journaling, and manual-making. Although P14 noted that “one can always learn with
Google” (P14), it is nevertheless the traditional forms of learning that most participants have identified as helpful
for assimilating understandings associated with personal growth and leadership upgrading. Topping the list are
careful observation of experts and role models (reinforcing the importance of “demonstration of expertise”
combined with real time expository skills identified in Theme 1), paired with systematic note-taking. which often
evolved into work manuals or customized documentation of best practices - these informal types of learning
emerged as the mode of knowledge and skill acquisition seen as effective by several of the women participants:
I retain things when I write them down and then when I review them, there’s like an imprint on my mind... It’s
important to go back to notes taken from classes and lectures - what I’ve seen, what I’ve heard. Then I gain more
light and learn in the process. (P8)
A notch higher than simple note-taking is the production of personalized manuals, borne out of years of
successful work experience. Making a praxis of best practices, because “standards should not only be
communicated verbally or by example but documented in black and white for easy reference” (P3) is a
mistakeprevention mechanism (P14). The digital means of learning, such as instructional videos, did not figure
prominently in the narratives. These traditional and hands-on modes of self-development, often cultivated out of
habit and necessity, might have been preferred by the participants due to their affordability and adaptability to
real-life challenges, as in the case of one participant who lamented over the expensive tuition fees of the country’s
best-known culinary school (P22).
Although these forms of learning were more associated with the acquisition of a practical skill, most participants
were quick to point out that leadership in the service industry presupposes not only theoretical knowledge but,
very importantly, expertise in at least one practical skill associated with the industry.
The findings align with Andreev’s study that not all learning comes from within the confines of the classroom:
“We have a natural curiosity and we are natural learners. We develop and grow thanks to our ability to learn,”
adding that it is all “part of being human” (2022). As already quoted in the literature review section of this study,
learning is authentically “self-motivated or self-initiated, doesn't always require a cost, often informal, selftaught
or instruction that is sought, [and] motivation is out of personal interest or personal development”. Understood
from this experience, it seems no wonder that observation, writing, and note-taking turned up as the participants'
favored modes of learning - practices that are not only intuitive and cost-effective, but also deeply grounded in
everyday habit and personal agency. It reinforces Kolbe's concept of real-life, experiential learning as a potential
ground for realizing women's leadership development: learning happens out of an intrinsic desire to grow and
become transcendent (Cloke, 2024; Ryan, 2013).
Because the study purposefully focused on individuals with established leadership experience, it appears that
participants were more thoroughly familiar with traditional learning methods. Their responses lend depth and
authenticity by citing systematic observation, note-taking, and documentation of manuals as effective learning
practices that have withstood the test of time. The enduring relevance of reading, note-taking, synthesizing, and
other forms of self-initiated learning may call not only for the cultivation of these habits —then as now—but
also for research with regard to their effective implementation in classroom settings threatened with the looming
rise of artificial intelligence. Further explorations on human-centered strategies may be taken to revive these
time-tested methods of learning in today’s ever-increasing technological society, with the ubiquitous artificial
intelligence threatening to displace time-tested and personalized learning habits.
Theme 5. Benchmarking with local and international standards.
The fifth theme was seen by a score of participants as a personally transformative and desirable step in elevating
leadership skills to the next level. Table 9 presents the participants’ insights on how cross-border experiences
and international benchmarks help extend horizons, deepen aspirations, and value gender equity. Based on the
participants' responses, exposure to global and local standards came in the form of international competitions,
cross-cultural immersion programs, or apprenticeships with foreign industry partners. Either way, these seemed
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to have brought about an acceleration and broadening of professional identity, self-esteem, and leadership
perspectives.
Table 5. Group Experiential Theme 5
Moving out of one’s comfort zone into other workplace cultures was perceived as a desirable step in the ladder
of leadership development. As P7 noted, “working with international standards… improved my practice,”
suggesting that external norms served as a challenge for her self-improvement.
For other participants, immersion in cultures other than one’s own, especially in places where women’s work
was regarded with dignity, fostered a renewed sense of self-worth and self-respect. Talking about her experience,
P7 narrated, “I wanted to become more immersed in the industry and eventually bring in outside influence,
drawing on experiences from [what I had seen in] London.” A fitting conclusion to this theme is expressed by
P7, who showed that benchmarking has the potential to strengthen one’s convictions and propel vocational
advocacy: “I advocate for TVET more strongly now, because I've seen it work in other countries. Germany’s
educational system is outstanding, and incorporating their best practices into the local context could make us
more globally competitive.”
This finding is significant because it underscores the need for equitable access to leadership development
opportunities. It also highlights a policy gap in TVET training, as international scholarships are more available
in higher education. While international apprenticeships or even short-term employment abroad can boost one’s
leadership trajectory in the service industry, it is an undeniable fact that not all individuals have the financial
means, institutional support, or personal inclination to pursue such a path. This reality calls for a model that
advocates regional visits, localized immersions, or community-based exchanges that are more inclusive and
scalable. More studies are needed for accessible pathways within TVET and service-sector leadership programs.
In a rapidly evolving service economy, the question of how to empower young women for leadership is urgent
yet underexplored. This study reveals a set of strategies - both explicitly and implicitly articulated by the
participants - that serves as enabling factors in cultivating the leadership potentials and capabilities of these
women.
In response to research questions two and three, the following set of themes have emerged.
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Theme 6. Human-centered educator traits and training approaches.
This finding foregrounds the vital role of human-centered approaches in shaping future leaders. A powerful
thread woven through the participants’ lived experiences is the enduring influence of educator traits that convey
trust and affirm the dignity of the trainees. The table presents Group Experiential Theme 6, along with selected
quotes from the twenty-four participants that are most relevant to the theme.
Table 6. Group Experiential Theme 6
The table presents several excerpts that illustrate educator dispositions perceived by participants as having a
lasting positive impression or impact upon their leadership formation: empathy, humility, clarity.
Across the narratives, transformative teachers and trainers were consistently described as those who embodied
human qualities: they were respectful, non-discriminatory, emotionally attuned, and genuinely invested in the
growth of their trainees. P4 further articulated the link between human-centered qualities as imperative in
today’s digital-driven society:
In an AI-driven world, what will remain useful are skills related to human emotions. What I’ve realized is that
central to excellence is person-centeredness. You cannot get that from a robot. The human touch must always be
there, and must be central to curriculum implementation. The appreciation of our humanness is the edge of our
industry. (P4)
While the participants generally expressed admiration for technical expertise, they placed even greater value on
educators who demonstrated balance between high expectations and helpfulness, an approach that empowers
rather than controls, facilitating correct practice. P1 reflected on the unintended effects of assessment practices
that induced unhealthy anxiety among young trainees: “I think it could have been easier if the assessors were
less scary. I don’t know why they put up that front. I don’t understand why they threaten students during
assessment periods.” This observation underlines how excessive formality or intimidation during assessment
periods can undermine learning agency particularly among novice trainees.
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As P11 transitioned from rank-and-file worker to supervisor, she came to recognize how young people preferred
autonomy. P4 suggested teaching critical thinking through case studies to instill both autonomy and
accountability. In a similar vein, P8 expressed appreciation for teachers who were approachable and supportive,
observing that students learned best when they felt supported and encouraged. P10 observed that “empathy
improves when a teacher has had life experiences.”
Authentic TVET and work-based learning should develop women not only on a technical level but on human,
personal level as well (Khalid et al., 2021; Ekanayake, 2021). Human-centered approaches to training may be
linked to the principle of “dignity through work for a stable and productive life.” This was publicly stated by
Senator Loren Legarda on filing the TESDA Modernization Act, thirty years after the passage of Republic Act
No. 7796, also known as the TESDA Act of 1994 (Escosio, 2025). In this light, modernizing TESDA must
include holistic development encompassing highly valued human skills not replaceable by artificial intelligence.
To date, however, very limited offerings on human skills are to be found in TESDA’s Online Program platform.
Embedding these dimensions into TESDA’s modernization agenda would help fulfill its mandate to uphold the
dignity of women through work.
Theme 7. Promoting trust and confidence through positive, polite, and strategic communication.
A recurring insight across participants' narratives is the powerful influence of positive - even polite -
communication in shaping women’s leadership mindsets and dispositions.
Table 7. Group Experiential Theme 7
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A richer finding from their narratives is the perceived relation of positive communication to building trust and
confidence: when one is listened to, one feels trusted, and confidence increases. The connection between trust
and listening is a very interesting finding from this theme. The participants emphasized the importance of
attentive listening, noting that it was not only an area for growth among the trainers and supervisors they had
encountered but a “doorway” to trust which, for P18, is the best form of motivation: “When you feel trusted, you
innovate and become creative”. P14 observed that students “open up only if they feel that the listeners are
genuinely willing to hear them out”.
There has been a resurgence of studies emphasizing the need for trust and listening, particularly as contemporary
societies become increasingly inundated with internal and external noise brought about by ubiquitous
technological accessibility. A recent study has found that “listening is associated with and a likely cause of
desired organizational outcomes in job performance, leadership, quality of relationships and well-being” (Kluger
and Itzchakov, 2022, p. 40). In an age where attention and listening spans are increasingly limited by constant
stimulation from both real and virtual environments, strengthening this skill may be key to resolving conflicts
and fostering trust in individuals who may have experienced psychologically unsafe spaces. P11 illustrated an
experience showing the effect of being trusted and listened to:
Trainees like feeling trusted; constant reminders only make them nervous… trusting helps them grow and
perform better. When assessors show genuine concern —not appearing suspicious or threatening, but truly
caring—we can grow. It’s through this support that I’ve learned to exceed myself… Staff could show confidence
in their students and highlight the beauty of their work.
Corollary to trust was the importance of communicating specifically in English, to understand the clientele and
build a respectable workplace culture (P20). P5 gave an example:
I began teaching our staff to analyze the root cause of our problems, instead of relying on generalizations,
hearsay, or false assumptions, to which we are so prone… Over time, they adopted a new discourse— they
learned to ask specific questions and take corrective actions. I even took classes to deepen my understanding of
listening exercises, which was hard at first.
Communicating in English was understood by the participants as going beyond the dynamics of human courtesy
but learning a specific discourse inherent to one’s job, capacity, or function within the organization. Terms and
phrases used in problem-solving, corrective feedback, and decision-making needed to be explicitly taught and
practiced in an attempt to ensure that everyone is included in the communication.
The aforementioned narratives resonate with Suhaili et al. 's (2025) study on English workplace discourse and
constructive feedback as enablers not only of employability, but of leadership readiness. Indeed, participants
considered excellent communication skills in English as a cornerstone for nurturing leadership potential, and
that trainees should be hearing and having positive communicative encounters more often.
Of the four basic communication literacies (speaking, listening, writing, reading), listening has been taken much
for granted and is not actively taught either as a concept or as a skill. This is a sorely missed opportunity, given
that listening may hold the key to many other soft skills, such as negotiation, conflict resolution, and -as pointed
out by the participants - creating a culture of trust and confidence. A richer and more nuanced approach to
communication—one that includes relational intelligence and explicitly connects listening with its positive
outcomes in human relationships —merits deeper attention and intentional cultivation. This is particularly
important given that the lack of training in positive attitudes and communication skills have surfaced in Asinas
et al.’s study as a barrier to professional growth and development (2019), alongside lack of equity and poorly
developed communication competencies.
In summary, positive communication as shared by the participants included attentive listening - considered as
the doorway to building trust and instilling confidence - clarity, and courtesy in giving instructions, expressing
appreciation, giving constructive feedback, collaboration within a network of support, and familiarity with
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workplace discourse in the English language. In an era saturated with digital noise and shrinking attention spans,
these findings position relational communication as an indispensable cornerstone to human-centered leadership.
Theme 8. Institutionalizing life coaching and mentorship for personalized attention and individual growth.
Mentoring emerged as a preferred formative strategy in the leadership narrative journeys of the participants.
“When lessons are individualized, that’s when I learn best”, says P17. This theme reinforces relational
intelligence as a hallmark of women's leadership. Mentoring is framed as satisfying the need for human
connections, aligning well with this IPA’s in-depth approach on how women make meaning of their lived
experiences.
Table 8. Group Experiential Theme 8
Mentoring is perceived as a deeply relational practice that involves not just the transfer of knowledge but the
sharing of vulnerability, seeking lessons from previous generations, and the influential power of storytelling. By
sharing failures and ways of overcoming obstacles, trainers cum mentors forge a relational bond that transcends
technical training and mere advice. The resulting mental and emotional resonance fosters a climate where
leadership is formed not through perfectionism or “martyr complex,” but through struggle for balance and
personal growth.
Mentoring is favored by many as a type of relationship that is a notch higher than teaching or instruction. P9’s
experience illustrates the evolving role of mentoring from the conventional direct instruction toward experiential,
personalized learning - an approach that has proven more attractive by younger generations who now prefer
immersive and authentic forms of instruction that embrace the realities of life:
Young people prefer experiential learning. When they see examples from older generations, they don’t always
accept them. That’s why one-on-one coaching and mentoring are valuable. When you coach, you’re sharing not
just what you know but also showing your vulnerability, personal mistakes, and how you overcame those. (P9)
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The desire for mentorship likely stemmed from the complex challenges that women experienced at home and in
the workplace—challenges that intensified and demanded balance when they stepped into leadership roles.
Oneon-one interactions remain crucial, an extension of one’s job as a teacher or trainer, allowing students to feel
more confident asking questions than in a classroom setting. These insights suggest that the kind of mentoring
the participants are advocating goes beyond technical instruction and rather, addresses the whole person, helping
women leaders uphold integrity even when it comes at a cost.
Theme 8 confirms Asinas, et al. 's study which underscored mentoring support as the top-ranking need of women
for career advancement, satisfying women’s aspiration for “someone to look up to and guide them…without
which they lose confidence and feel inferior” (2019, p.36). P12’s disclosure, “I hope the approach would be
more personalized so we become individually responsible” is a qualitative proof of the need for individualized
guidance vis-à-vis large group settings typical in academic projects.
Coaching and mentoring have consistently been identified as crucial for women training as can be gleaned in a
review of 20 articles conducted by Ismail, & Ab Halim in 2023. The quality of technical vocational education
improves significantly with mentoring and coaching (Shah, 2021).
Despite the well-documented effectiveness of coaching and mentorship, these strategies remain informalized -
if not altogether missing - in many TVET settings. Most programs focus on technical competencies and quick
employment, with limited scaffolding for relational leadership development. Participants acknowledged the
limitations in manpower and resources that hinder the provision of one-on-one training sought by many students.
As P9 lamented, “With the number of students and teachers’ heavy workloads, including administrative tasks,
student follow-up can be challenging.”
Although mentoring relationships have emerged organically—either driven by necessity or pure teacher
initiative—they are not yet institutionalized or formally supported as structured strategies for leadership
development. Addressing this concern is worth it, given that the absence of mentoring support has been identified
as one of the “primary factors that hinder career advancement of women” (Asinas et al., 2019, p. 26). Reviewing,
evaluating, and fine tuning the implementation of the dual-training systems is needed. This finding would
therefore recommend training mentors who are adept not only in technical matters but also in relational and
ethical leadership. This can be implemented by embedding structured mentoring in TVET or by pairing each
trainee with a trained mentor who commits to regular conversations about holistic life goals.
Theme 9. Cultivating the right attitude through ethics, reflection, and service orientation drives women’s
leadership growth in the service industry.
Participants identified the cultivation of “right attitude" as fundamental for lifelong leadership learning. Attitude
is interpreted as the capacity to exercise one’s agency and free will in the pursuit of learning and personal agency
in the manner of working, a dynamic and deeply formative force that ensures continuous growth and
development. Alongside technical skills, the formation in the right attitude is a compelling strategy to foster
leadership not only through skill mastery but through internal dispositions such as diligence and helpfulness at
work. P1 suggested that technical expertise in areas like the culinary arts may open doors for financial
opportunities, but what makes a big difference are the dispositions of service and emotional regulation in the
field, as these help to ensure success at work and pave the path for leadership:
With the basics in culinary and baking, if you have the foundational skills, you can build on them over time.
Videos and other resources can help you learn as well. A good attitude should start with something like an
external activity, something that can be done regularly, not just once in a while. So many things depend on the
brain—health, attitude, and the ability to control emotions. But these are all influenced by external factors like
exercise, interacting with people, and having quiet time. The issue is with attitude. Success comes with attitude.
(P1)
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This insight situates “attitude” as a practice that can intentionally be nurtured in TVET, one that is characterized
by emotional regulation and service orientation. One participant elaborated this view:
I think the impact lies in helping young people develop the right attitude—not just to get a job or support their
family, but to have the proper mindset when working with others. For me, programs addressing attitudes and
values related to service are essential. Yes, that’s what I think. (P17)
The women expressed various ways for the cultivation of work attitude: classes on ethics and values, optimal
use of time, and reflection embedded within the rigorous training. What follows is a short discussion of each.
First, the cultivation of the right attitude may be contextualized within the planned and deliberate delivery of
classes on values and ethics. Participants consistently championed these classes as spaces where attitudes are
honed and character is strengthened. P3 reflected, “When I was in school, it helped a lot that we were taught
virtues and values. We need more of those.” On-the-job training environments were not always conducive to
positive development and the participants stressed the importance of emphasizing integrity at work.
Beyond theoretical discourse on ethics, participants named practical topics such as time management, monthly
homeroom meetings, virtue assemblies, orderliness, etiquette, personality development, and customer service.
Other topics worth tackling are justice, fair treatment, clear salaries, and social security and medical insurance—
practices that ultimately empower women to become ethical leaders themselves. It was generally opined that
when trainees received formal classes on just wages and fair treatment, it was more likely that these critical
factors will be sought for when they become leaders themselves.
Second, the right attitude may be cultivated through sufficient time dedicated to reflective thinking on the day’s
or week’s lessons. “As a student, I felt we needed more time to mature and develop” (P23). A necessary pause
from the rush—often experienced in practical classes—helps foster an open disposition. In contrast, compressed
timetables, such as reducing a six-week culinary course to three weeks, may strip away opportunities for critical
engagement and mastery. The importance of a six-month probation period as a realistic timeframe to assess
actual skills and workplace contribution, beyond initial claims made during interviews, as P2 observed: “In an
interview, [the applicants may] claim they are capable, but it's only after a 6-month probation period that one
can truly assess capabilities. That's why the 6-month probation period is very important.”
Rigor was understood by the participants as anchoring lessons on scientific information. Learning this, such as
the chemical reactions behind disinfectant products, often takes time – but it also enhances TVET with an
approach comparable to those in higher education. P19’s experience in a culinary competition highlighted the
link between time and quality in training. She reflected, “I wanted to learn the science behind things—cleaning,
housekeeping, even the chemical reactions of cleaning agents. We don’t need to memorize components, but
understanding them helps us apply a scientific approach. Training could be longer, more scientific, and
individualized.”
Third, reflection emerged as a foundational practice that transforms technical training into a mature work
attitude. P4 insists that reflection exercises, when undertaken strategically and systematically, does more than
simply recall events and occurrences but also fuels passion to learn new skills and develop new constructs. She
explained:
What strategies do I think are lacking that we could introduce to enhance leadership? Top of mind is valuable
reflection. I think if we incorporate that in a more strategic, evidencebased methodology, it can deepen
convictions… As a baseline strategy, reflection is key… [we] cannot reflect on something without
synthesizing… to synthesize and grasp the reality of things is the beginning of learning. Then you examine the
different facets of that synthesis and take action. So yeah I mean it is complicated, but I would say that's the basic
structure, and it can really inspire ideas. (P4)
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Taken together - classes on ethics, time-sensitive training, and reflection embedded into the curricula - point to
a systematic andragogy, where standards are explicit, time is well-spent, metrics are written, and individualized
reflection and attention are accorded as far as possible within TVET.
To translate these insights into TVET, the institution might:
1. Dedicate time for weekly discussions of ethical principles and dilemmas encountered during internship
or on-the-job training;
2. Integrate reflective prompts into technical assignments, prompting learners to connect “what worked,”
what challenged me,” and “what I’ll do next.”
3. Offer workshops on synthesis skills, guiding students to distill complex experiences and information into
practical insights useful for everyday life.
Through these steps, the “right attitude” emphasized by the participants as crucial for leadership development
ceases to be an afterthought and becomes the engine of leadership readiness. Over time, these time-tested
practices may enable women to grow from their accumulation of lived experiences.
Recent developments in Philippine educational policy reinforce the direction suggested by Theme 13. The
Department of Education conducted a pilot study in selected schools where the number of immersion hours have
significantly expanded from a superficial 80 to 420 to 640 hours to enable close to real-world work depth of
experience (Romero, 2025). Yet, as Asinas et al. (2019) caution, gap persists between policy rhetoric and reallife
TVET conditions, citing persistent time and resource deficits in vocational sectors beyond the typically shortterm
technical training. As such, leadership development within TVET settings is often undervalued within higher-
education certification-driven schemes as affirmed by Andreev (2022), and Billett (2017).
Theme 10. Interweaving leadership development activities within training apprenticeship.
The programmed inclusion of both theoretical and practical lessons on leadership into the curriculum emerged
as a powerful strategy to tap women’s potential, as revealed by the participants.
Table 9. Group Experiential Theme 10
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The participants observed how joining competitions became occasions for making healthy comparisons and
student benchmarking, with the potential to gain new insights and perspectives that could help themselves
improve. On the other hand, P16 urged seminars that provide insights into real-life experiences, noting that
graduates often focus solely on applying theoretical knowledge and would benefit from speakers who share
personal experiences and practical insights beyond what is written in books.
Often touted as an approach to teaching the sciences, some participants alluded to a Project-Based Learning
(PBL) approach that may be adapted in TVET. Beyond executing instructions, students may be challenged to
stretch their foundational skills to creative pursuits with a twist of service for the community, deepening both
competence and conviction. Both theoretical and hands-on practice in teamwork were perceived as vital. Since
most TVET skills are learned in small group settings, effective communication, collaboration, and conflict
resolution skills must be taught just as deliberately as the technical skills being primarily targeted; otherwise,
frictions ensue, and this could have a negative effect on learning. One participant reflected on the lack of early
opportunities to practice team organization and leadership, while another emphasized that leadership training
should be engaging, experiential, and grounded in real-life applications. Such approaches would allow students
to rehearse essential leadership skills through discussion and collaborative activities, making the learning process
both practical and developmental.
Finally, a well-planned work rotation is widely perceived as a doable form of skill training that gives high returns,
as it helps to multiply one’s competencies across roles. P15 described it as “a beautiful system where tasks
rotated every two or three weeks.” P22 added that “rotating staff and finding roles where they can excel is key…
Sending people to different work areas allows them to experience new environments, adopt different work
attitudes, and gain fresh perspectives.” To strengthen the effectiveness of work rotations, participants
recommended that trainees evaluate one another and then link the feedback and evaluations for improvement
that are systematically acted upon. Diverse strategies such as project-based learning require the “participation of
learners in understanding the reality of life from the concrete to the abstract” (Indrawan et al., 2020, p. 2824),
reinforcing Theme 14’s finding of a leadership-learning pathway where diverse simulation activities coalesce
into an apprenticeship designed to develop the competence and confidence of young women who will carry the
torch of leadership in the service industry.
Overall, the information gained from this study may benefit those working with women and/or developing future
leaders by recommending actions, reflections, and strategies that were deemed important and effective by the
participants. In doing so, the study aimed to bridge intergenerational communication, and contribute to the
appeal of TVET as a desirable career path. Real-life stories served as portals to the process of leadership learning,
particularly in specific episodes where such learning occurred. These experiences help enhance TVET programs.
Enhancing vocational courses by integrating technical and human skills, responding to women’s unique
challenges, and adopting a more holistic, human-centered approach amid rapid technological advancements has
highlighted the service industry as a viable path for both personal growth and professional leadership. By
integrating technical expertise with human-centered skills, TVET can transform from a pathway of employability
into a platform for leadership readiness—ensuring that women trainees emerge not only as skilled workers but
as empowered leaders capable of shaping the future of the service industry.
CONCLUSION
This research provided actionable insights for improving technical and vocational programs with a strong
leadership focus. It argues that, for TVET to produce women capable of leadership in the service industry, it
must no longer be driven solely by market demands, rushed apprenticeships, and short-term employability.
Instead, it should champion the expansion of human capabilities, especially for vulnerable young women
navigating complex social and economic landscapes. Workplaces must be seen not just as sites for internship,
but as arenas for growth, engagement, and leadership development.
This research calls for a deeper and more human-centered vision with far-reaching effects: TVET must not only
serve market-driven objectives but empower women to lead and flourish in their communities, putting them at
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the forefront of global agendas. In the Philippine context—where manual skills are globally recognized —there
is a unique opportunity to elevate TVET into a platform for women’s leadership and overall human flourishing,
not just a pipeline for labor supply.
Ultimately, empowering women through TVET is a vital remedy against social exclusion, especially in an era of
rapid digitalization and environmental strain, where women from marginal communities are often left behind.
Technical and vocational education must be seen not merely as a tool for economic advancement, but as an
intrinsically valuable phase of human resource development —a source of dignity, agency, and lifelong learning.
The role of TVET in facilitating leadership and social integration for women is central to building a flourishing
society. This study affirms that TVET, when grounded in reflective practice and human development, can
transform not only careers but lives, families, and communities.
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