Before the interviews, the principal investigator [PL] led the women in a group activity about what it means to work in extension. PL presented a series of questions related to first contact with the group they served, how to address their job challenges, gender opportunities, and youth opportunities. PL then asked the women to sit together to discuss the findings, ensuring a more complete understanding of their responses. The role-playing was implemented before the participants’ interviews and the document analysis. PL requested to record the videos, and they verbally accepted. This video helped participants articulate their extension experiences in a reflective, low-stakes setting, and it provided PL with contextual knowledge to better frame interview questions and prepare for the subsequent immersion.

The interviews were conducted using remote systems, Zoom, and WhatsApp video, depending on the participants’ preferences (Archibald et al., 2019). The first data source was semi-structured interviews, which allowed us to follow a specific line of questioning but left space to inquire about the participants’ opinions regarding topics that may arise during the interview (Aurini et al., 2021). Although research questions guided the interviews, they permitted flexibility for new ideas and themes to arise, with additional questions being integrated based on the context of each interview (Creswell and Creswell, 2018). The interviews were audio-recorded and transcribed using Sonix®.

We also employed memoing after each interview and during essential moments (Saldana, 2016). Memoing was used to preserve important information that could not be recorded. This method includes writing down personal comments, feelings, and reflections on the interview. This process enhances the transparency of the researcher’s bias through reflexivity (Bingham, 2023). The information from the memo and interviews was matched with the other data collected by the researchers to triangulate the information.

Given the emphasis of qualitative research on understanding participants within their natural contexts, observation served as a valuable method for collecting contextual and behavioral data throughout this study (Schensul et al., 1999; Spradley, 2016). Two complementary approaches were employed: participant observation and non-participant observation. Participant observation allowed PL to engage directly in community meetings designed to discuss and co-create potential local projects. This immersive involvement enabled a deeper understanding of participants’ worldviews, leadership dynamics, and communicative practices (Aurini et al., 2021; Spradley, 2016). In contrast, non-participant observation was used during formal training sessions, where PL observed interactions from an external standpoint without direct involvement, maintaining an objective stance while documenting behaviors, responses, and participation patterns (Laurier, 2010).

Throughout all observation activities, PL maintained detailed field notes and focused on listening attentively to verbal and non-verbal cues relevant to leadership expression, motivation, and knowledge transfer practices. Prior to conducting observations, all participants were informed about the purpose and scope of the research and given the opportunity to ask questions, thereby ensuring ethical transparency and voluntary engagement (Laurier, 2010). These observational insights supported the interviews, offering a multidimensional understanding of the extension workers’ roles and experiences within their communities.

Photography was used as a complementary method to gain insight into the daily job of participants. The photographs enhanced the data collected from interviews and observations, adding a visual element to the research (Pain, 2012). To protect the confidentiality of participants, PL obtained verbal consent for the use of photographs and assured participants that their faces would be blurred if the photos were published. The visual data enriched the analysis and deepened the understanding of the participants’ everyday experiences (Balmer et al., 2015; Barbour, 2008).

For this first theme, we analyzed the leadership development process among the extension agents to see how they transform across adversities. Participants described leadership practices that align with transformational leadership, particularly how they inspire, motivate, and engage community members (Diaz et al., 2024). Rather than exercising authority from a distance, these extension workers emphasized trust-building, adaptability, and collaborative goal-setting as strategies for fostering meaningful change. Their leadership approach focused not only on their growth but also on catalyzing the growth and empowerment of others.

Sara shared how her evolving approach to communication helped her better engage with families in the community:

Rather than imposing solutions, participants described how they learned to co-create strategies with community members. Celeste, for example, reflected on how improved relationships and better coordination enhanced her leadership impact:

Others described how personal growth, particularly in communication and confidence, translated into a more active and motivating leadership style. Salome noted how her ability to speak up and encourage others grew over time:

Ariana added that leadership in extension work often requires emotional intelligence and the ability to adjust to everyone’s personality, key features of transformational leadership:

Salome offered a vivid and personal reflection on how emotional intelligence and openness help build trust. Her strategy involves showing vulnerability, reciprocity, and appreciation for local wisdom. This approach, she explained, helps break down barriers and fosters mutual learning:

These testimonies highlight how extension agents transformed themselves and used their growth to transform their communities by building trust, encouraging participation, and helping others believe in their capacity to change. This practice of shared transformation lies at the heart of transformational leadership.

Servant leadership, first introduced by Greenleaf (1970), is a leadership approach that prioritizes the growth and well-being of individuals and communities over organizational success. This leadership style emphasizes empowerment, inclusivity, and collaboration (Liden et al., 2008). In this research, extension agents consistently demonstrated these principles, particularly in their commitment to serving others and ensuring that marginalized groups, such as female farmers, had access to resources and decision-making opportunities.

Paz expressed their motivation for leadership as an unwavering desire to uplift others: “I am deeply motivated to help others shine as well. I am not selfish with my thoughts or ideas; if I see an opportunity, I share it, and I want others also to achieve that sense of community.” This statement encapsulates the essence of servant leadership, where success is measured not by personal achievement but by the collective progress of the community.

Similarly, Anastasia described their leadership philosophy as deeply inclusive: “I see myself as having a leadership style where I am part of the team, I do not just tell others what to do. I believe in democratic leadership, if I am not mistaken, the kind of leadership where, if I say, ‘Okay, let us do this,’ I am included in that effort too. I am not just sending them off to do it; I accompany them through the process.” This approach reflects a servant style of leadership, where the leader actively engages in the process rather than simply delegating tasks.

Many extension agents, particularly those from Indigenous backgrounds, viewed their role as mentorship and empowerment. Celeste emphasized the importance of listening and fostering trust: “I believe I know how to listen and take others’ opinions into account, and I consider myself a good leader because I am not someone who imposes. I have gotten along well with my coworkers and the women, for example, when we work in groups. Thank God, I have had everyone’s understanding and support, and yes, I believe I have shown strong leadership.” This highlights a fundamental aspect of servant leadership, cultivating relationships based on respect, collaboration, and mutual understanding.

Another compelling example of servant leadership emerged in a story about a young woman who took initiative in solving a community-wide water issue. In describing this event, Salome observed how the young leader proposed multiple solutions: “I saw her demonstrating a great sense of leadership because she presented solutions: ‘Let us do this, and if it does not work, we will try something else.’ Everything was done by consensus.” This problem-solving approach, grounded in collective decision-making, reflects a key tenet of servant leadership, empowering others to take ownership of solutions rather than imposing decisions from the top down.

This leadership approach’s impact was evident in how extension agents celebrated the successes of those they worked with. Recognition events, such as awarding certificates for participation in nutrition and health programs, reinforced that leadership is not about personal accolades but empowering others to succeed.

Relationship-oriented leadership emphasizes fostering interpersonal connections, building trust, and promoting collaboration within leadership roles. Leaders who adopt this approach prioritize the well-being and growth of their team members, creating a supportive environment that encourages engagement and development (Goleman et al., 2013; Yukl, 2012). This style is especially crucial in extension work, where cultivating trust and understanding between agents and farmers is key to the success of programs (Maulu et al., 2021).

Participants in this study underscored the importance of relationship-building with farmers, fellow extension agents, and other community members. Carolina shared a perspective that reflects a selfless and inclusive approach to leadership:

Her emphasis on guiding and supporting rather than directing highlights a leadership style grounded in encouragement, shared responsibility, and genuine care for others’ development, core elements of relationship-oriented leadership. Building trust and collaborative networks also emerged as foundational to effective leadership in extension settings. Fabiana described her efforts to engage both women and their husbands, acknowledging cultural dynamics that influence participation:

By recognizing these social norms and adjusting her approach, Fabiana fosters mutual respect and inclusivity, which are key tenets of relationship-oriented leadership. Andrea further illustrated how trust and shared experiences are central to her leadership identity: “I would describe my leadership as active and sociable. I earn people’s trust so I can lead through my experiences.” Her statement reinforces that relationship-oriented leadership is not just about charisma, but about being authentic, approachable, and willing to learn alongside others.

These reflections were echoed in field observations, where extension agents celebrated farmers’ successes through recognition events, such as awarding certificates for participation in nutrition and health programs. These moments of acknowledgment validated farmers’ efforts and strengthened the relational ties between agents and community members, further reinforcing trust and collaboration. Figure 3 shows two extension agents presenting a certificate of participation to a community member, symbolizing this shared success.

Change agents are pivotal in fostering development by introducing new practices, challenging misconceptions, and promoting sustainable advancements (Benge and Beattie, 2021; Phillips et al., 2013). Extensionists serve as catalysts for transformation, facilitating community adoption of innovative solutions, improving livelihoods, and promoting well-being (Phillips et al., 2013; Rogers, 2003). Their work focuses not only on knowledge transfer but also on behavioral change and empowerment, enabling local leaders to guide and influence others within their communities (Phillips et al., 2013).

Participants consistently emphasized that their effectiveness as change agents depended on their ability to communicate meaningfully, challenge entrenched norms, and build trust with families. They highlighted the importance of humility, patience, and mutual learning when working with diverse populations. Several noted that fostering change was not simply about imposing information but rather about navigating community values with empathy and respect.

Melissa described the delicate balance between persistence and cultural sensitivity. She explained that success required a respectful approach that acknowledged community dynamics while subtly guiding them toward improvement:

Her reflection illustrates the interpersonal finesse required to build rapport while gradually influencing behaviors without coercion. Her emphasis on humility and patience underscores the importance of cultural awareness in shaping sustainable change.

Cristina echoed this sentiment, framing her role as a facilitator rather than an enforcer of change: “Our role is to provide technical assistance, to facilitate. We act as facilitators. We help find ways to bring about change in the community and also share the experiences and knowledge that families already have to seek improvements together.”

Her insight reinforces the importance of co-creation in the extension process, highlighting that community knowledge should be acknowledged and integrated into the solutions rather than overlooked or overridden.

Paz added another dimension by emphasizing the long-term goal of behavioral transformation and community organization: “I think one of our roles is to help families change their behavior and also to help gradually build organization within the community, and that’s why we connect with other institutions.”

This comment underscores the systemic nature of extension work. Beyond individual behavior change, she highlights the importance of institutional collaboration and long-term community empowerment. Andrea provided a practical view of change agency by detailing the concrete actions that define her daily work: “Our job as extensionists in the communities is to do home visits, monitor children and pregnant women […] make sure they attend their checkups and that everything is going well with their health. That’s what we do in each community, and through that work, we help improve quality of life.”

Her quote demonstrates that behavioral change often begins at the household level. Personalized support and consistent follow-up help lay the foundation for community-wide improvements in health and well-being. Titi offered a powerful example of the initial resistance she faced and how change occurred gradually through trust-building:

Her experience reflects the deeply relational nature of extension work, where time, presence, and trust gradually dismantle suspicion and enable knowledge to circulate organically through community networks.

Together, these voices illuminate the multifaceted identity of extensionists as change agents, not only as knowledge providers but as ethical, relational, and strategic actors. They are tasked with bridging tradition and innovation while fostering environments where communities feel empowered to evolve on their own terms.

Reflecting on the research memos, PL recalled a scenario where Sara visited a community member and assisted her in decorating a chart that illustrated the importance of accessing vegetables. During this visit, Paz emphasized the significance of feeding children and maintaining organization within the household to create positive change for the family. Figure 4 shows Sara sticking an image of vegetable consumption on the wall.

Mentorship is a cornerstone of effective extension practice (Hagerman et al., 2022). Extensionists often serve not only as educators and advisors but also as role models embedded within the communities they serve (Schaaf et al., 2020). Their mentorship extends beyond agriculture to areas such as health, education, emotional well-being, and social development. By guiding individuals and families through new practices, helping them navigate personal and systemic challenges, and fostering long-term self-sufficiency, extensionists play a transformational role (Knowles et al., 2014).

Participants emphasized the expansive scope of mentorship they provide, often stepping into multiple roles based on community needs. Carolina shared how extensionists are frequently perceived as problem-solvers for nearly every issue that arises:

This reflection highlights the weight of expectations placed on extensionists, who are often seen as all-knowing figures capable of resolving both technical and personal matters. Their perceived authority is rooted in trust and visibility within the community, but it can also be overwhelming.

Celeste expanded on this by describing mentorship as a form of personalized accompaniment—one that includes emotional support and trust-building. She explained how her role naturally evolved to include health monitoring, early childhood development, and informal counseling:

Celeste’s experience illustrates how mentorship in extension is built on relationships. The more trust is earned, the more community members disclose personal struggles, requiring extensionists to respond with care, knowledge, and emotional intelligence.

Salome reinforced the emotional and practical breadth of their role, describing how mentorship often includes cooking, caregiving, and informal advising:

Her quote underscores the deeply relational and informal nature of mentoring. Through everyday acts of support, extensionists become trusted confidants, nurturing spaces where both technical and emotional needs can be addressed.

Finally, Paz brought attention to the systemic side of mentorship, emphasizing how extensionists act as bridges to opportunity. She described her role as opening community members’ eyes to resources they previously did not know existed: “It’s like bringing the city to the community […] many times the opportunities are there, but I do not know about them. So through us […] it’s like we help open their eyes to opportunities they can access but aren’t taking advantage of.”

During one of PL’s visits with Fabiana, a community member asked her for recommendations on how to help their children recover from being underweight. Fabiana offered practical ideas and also searched online for the most up-to-date information to provide effective solutions, as can be noticed in Figure 5. Together, these examples illustrate how extensionists serve as dynamic mentors who meet people where they are, adapt to emerging needs, and offer guidance in various forms—whether through teaching, listening, connecting, or simply being present. Their mentorship is rooted in empathy, responsiveness, and a deep commitment to the well-being of the community.

Home visits are a cornerstone of participatory extension, offering a unique opportunity to foster trust and deliver personalized learning (Arowosegbe et al., 2024). They allow extension agents to understand the lived realities of families and adapt their support accordingly. Unlike group sessions, home visits provide the intimacy and space necessary for meaningful dialogue, behavior change, and relationship-building. As Vanclay (2011) notes, such direct engagement strengthens participatory learning and enhances the relevance of interventions. Through storytelling, observation, and one-on-one conversations, agents deepen their understanding of community needs and create an environment where producers feel seen, heard, and supported.

Celeste articulated the value of this personal connection, emphasizing how home visits provide space for individualized conversations that aren’t always possible in group settings:

During one of PL’s visits with Sara, we met with 10 families from a community in the highlands. During this time, she provided information about nutrition and how to utilize the resources available in the community effectively. PL observed that the community members were eager for her visit, and they also took this opportunity to ask questions unrelated to nutrition. Sara took advantage of every opportunity to train them and adapt to the community members’ time. In Figure 6, you can see Sara conversing with two community members.

Participants were informed about the best way to diffuse information as part of the interview guide. Similar to Celeste, Fabiana emphasized that effective communication stems from face-to-face dialogue, where the risk of misunderstanding is minimized, and a genuine connection can emerge:

This quote reinforces the idea that in-person conversations foster clarity and emotional resonance, which are often lost through more impersonal communication channels. Melissa highlighted how home visits can deliver specialized and dignified care, particularly for pregnant women and families with young children. She underscored how the trust cultivated in these visits leads to a more holistic approach to well-being:

Together, these accounts portray home visits as a strategy and a philosophy of engagement rooted in empathy, trust, and responsiveness. Whether addressing nutrition, health, or hygiene, extension agents leverage these visits to cultivate authentic relationships, meeting families where they are and co-creating pathways for sustainable change.

Experiential learning, through hands-on approaches like demonstrations, participatory exercises, and storytelling, enhances knowledge retention and practical application. This method aligns with adult learning principles, prioritizing learning by doing and building on participants’ lived experiences (Kolb, 1984). Extension agents use culturally appropriate language and relatable examples to increase accessibility and participant engagement. Titi, for example, reflected on the importance of co-constructing knowledge with families rather than imposing it:

Titi’s reflection highlights how experiential learning can be respectful, constructive, and rooted in empathy. Instead of shaming or correcting participants, agents can build on existing knowledge to encourage growth and change. Salome echoed this sentiment, emphasizing the power of personal storytelling and lived experience in encouraging openness and learning:

Salome’s strategy demonstrates how lived examples, not abstract theories, resonate deeply, opening space for reflection, conversation, and peer learning. Storytelling, especially when grounded in vulnerability, helps participants connect to the content and to each other. Melissa described how experiential learning is embedded in community activities she facilitates, specifically through cooking demonstrations that help families explore and adopt healthier diets:

Melissa’s account underscores how experiential learning not only promotes understanding but also encourages action. When participants physically engage in the process, seeing, tasting, and preparing food themselves, they are more likely to replicate those behaviors at home.

During one of PL’s visits with Melissa, we participated in a session focused on preparing healthy dishes, as can be seen in Figure 7. Melissa shared various techniques and recipes that can be made using local resources. PL observed that she worked closely with community members, emphasizing the importance of boiling water and consuming nutritious food. This experience helped me recognize how she integrated servant and transformational leadership, while also creating opportunities for experiential learning, allowing them to practice what they had learned during the sessions.

The use of visual aids such as images, drawings, and demonstrations was described as a critical strategy to overcome literacy barriers and enhance comprehension. These tools, especially when paired with relatable language and hands-on practice, were viewed as essential for making information accessible and actionable.

Anastasia described how using visual tools, such as posters, flipcharts, and videos, along with demonstrations, significantly improved women’s understanding of technical concepts. She emphasized that this multimodal approach not only clarified abstract ideas but also helped sustain participants’ interest:

Sara echoed the value of using visuals in contexts where written materials are often inaccessible due to low literacy levels. She described how visual and tactile methods allow families, particularly women, to actively engage and replicate techniques in their own homes:

Cristina provided insight into how visual learning strategies are most effective when rooted in trust and open communication. She explained that by using an andragogical approach and being approachable and friendly, she creates a safe learning environment where women feel comfortable asking questions and engaging with the material:

During a visit with Anastasia, PL observed that she utilized visual aids to train the women in the community. These materials made the information more digestible, helping to bridge the gap between the literature and the community members. Figure 8 shows the visual aid used by Anastasia.

Together, these reflections highlight that visual aids are not simply pedagogical tools; they are part of a broader relational strategy. When paired with culturally grounded communication and trust-based facilitation, visual methods enhance comprehension and empower participants to apply what they learn in real-life settings. Extension professionals who adopt these practices help bridge the gap between knowledge and action, particularly in communities where formal education is limited or undervalued.

Partnering with community leaders, cooperatives, and family units strengthens knowledge dissemination and encourages collective action (Kania and Kramer, 2011). Involving diverse stakeholders fosters inclusive participation and enhances trust in extension efforts (Pretty, 2003). Participants emphasized building relationships with existing community structures and adapting engagement strategies to local dynamics.

Cristina explained that organizing meetings allows couples and local leaders to engage collectively in decision-making processes, which is essential in contexts where individual engagement may be limited or discouraged. She highlighted how these gatherings become spaces for sharing information, fostering inclusion, and building shared understanding:

Paz recounted her experience comparing two projects, one where outreach was difficult due to a lack of coordination, and another where working through local authorities and health professionals facilitated trust and acceptance. She emphasized that prior communication with respected leaders made a significant difference in how households received them:

Anastasia discussed how coordination begins with other project staff or organizations, such as local agronomists or NGOs, to establish initial credibility. From there, meetings with community leaders serve to introduce the project methodology and secure local support:

Finally, Sara emphasized the importance of working with organized community structures such as cooperatives and associations, which already have established lines of communication. This structured entry allows for smoother introductions and stronger relationships with the families:

These diverse voices underscore how community involvement is not a passive byproduct of outreach but an intentional, relational process. Trust is cultivated through presence, transparency, respect for local leadership, and acknowledgment of mutual learning. When extension professionals genuinely engage with community structures and culture, they increase the likelihood of sustained participation and impact.

PL attended a meeting where various community leaders were invited to share their needs and perspectives on improving the community. It was clear that extension agents focused on building relationships with the audience they served and the entire community, as this could lead to better approaches. Figure 9 shows an image of community leaders sharing their insights regarding community needs.

Participants viewed the future of extension in Guatemala cautiously, emphasizing its potential for growth, adaptability, and deeper community engagement (Benson and Jafry, 2013). While recognizing existing limitations, especially in access to education and infrastructure, many expressed hope that extension would continue to evolve as a transformative tool, particularly for rural and underserved populations. Themes of community empowerment, women’s leadership, and the enduring need for human-centered approaches were consistently highlighted.

Paz reflected on the importance of preserving the humanistic dimension of extension work. She noted that although technology and communication tools have become more widespread, these advancements cannot replace the value of personal connection and empathy in community engagement. To her, extension will remain a key strategy for development if practitioners stay grounded in these principles:

Celeste offered a gendered lens on the future of extension, noting the progress that women have made in asserting themselves and seeking leadership opportunities. She acknowledged a growing shift away from traditional submissiveness and toward greater participation. Her hope is that extension will continue to evolve as a vehicle for women’s empowerment:

Salomé expressed confidence in the lasting impact of extension work. She highlighted the role of extensionists as trusted facilitators who bring knowledge directly into communities and help ensure its application and replication:

Melissa reflected on the ability of extension to reach communities long overlooked by formal education and development programs. She emphasized how this outreach contributes to empowerment and local acceptance of extension as a valuable and necessary resource:

Together, these reflections underscore a shared belief in the ongoing relevance and adaptability of extension in Guatemala. While each participant emphasized different aspects, human connection, women’s empowerment, technical success, or rural outreach, all pointed to extension as a strategy capable of evolving to meet the shifting needs of communities. Notably, the success of this future vision appears to depend not only on technical skills but also on relational leadership, inclusivity, and a long-term commitment to equity and empowerment.

Participants highlighted the growing legitimacy and recognition of extension as a formal profession in Guatemala (Benson and Jafry, 2013). No longer seen merely as volunteer-driven or ad hoc support work, extension is increasingly valued for its structured methodologies and multifaceted impact across fields such as education, nutrition, and rural development (Yang and Ou, 2022). This professionalization has opened new employment pathways and increased the visibility of extensionists as key actors in community transformation.

Titi pointed to the increasing number of job opportunities as evidence of the extension’s growing institutional value. She emphasized that extension is no longer limited to agricultural settings but has become integral to various projects across Guatemala. This expansion into fields such as education and nutrition signals a broader professional scope:

Andrea offered a more personal and forward-looking perspective. She described how extension drives visible transformations not just in individuals, but across entire families. For her, this signals a hopeful and improving future, in which extension will continue evolving as a legitimate and impactful profession:

Together, these insights paint a compelling picture of how extension work is evolving in Guatemala, from a loosely defined support role to a respected professional pathway with tangible impacts. The increase in field presence, the rise in employment opportunities across multiple sectors, and the visible transformation of community life all contribute to a sense that extension is growing and becoming a vital part of the country’s development infrastructure.

As part of PL’s contributions to the time he spent with them collecting data for this research, PL conducted a training session on Gender in Agriculture. During this session, PL asked participants to engage in role-playing exercises to illustrate the challenges they face in their roles. Some issues they faced were the need to navigate with participants’ husbands. After the role-playing, they emphasized the importance of ongoing training and education to enhance and share their knowledge with others. In Figure 10, you can see the discussion after the role-playing, where they documented actions to improve their community service.