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Lived Experiences of School Heads in the Change and Reforms in The Educational Landscape: A Phenomenological Study

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  • Imeeh L. Duray

    (Holy Cross of Davao College, Davao del Sur, Philippines)

Abstract

School leaders face increasing challenges in adapting to rapid educational reforms, requiring resilience, strategic planning, and stakeholder collaboration. This phenomenological study explores the lived experiences of fourteen public school heads, selected through purposive sampling, to understand how they navigate these changes. Through in-depth interviews and focus groups, findings reveal that school heads encounter teacher resistance, funding constraints, and technological adaptation but respond by employing mentorship programs, policy advocacy, and community engagement. Using thematic analysis, the study identifies patterns of adaptive leadership, reinforcing concepts from adaptive theory. School heads perceive these challenges as opportunities for growth, enhancing their leadership styles to become more flexible and proactive. The study recommends further research on evaluating school heads’ competencies in managing educational change, particularly in decision-making, resource allocation, and teacher development.

Suggested Citation

  • Imeeh L. Duray, 2025. "Lived Experiences of School Heads in the Change and Reforms in The Educational Landscape: A Phenomenological Study," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(4), pages 936-951, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-4:p:936-951
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    References listed on IDEAS

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    1. Naureen Durrani & Zhadyra Makhmetova & Yelzhas Kadyr & Nazerke Karimova, 2024. "Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices," SAGE Open, , vol. 14(2), pages 21582440241, May.
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