Authors : Harold G. Arcangel; Danilo E. Despi

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/22vdwwn6

Scribd : https://tinyurl.com/b272b6tv

DOI : https://doi.org/10.38124/ijisrt/26jan377

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research investigated the challenges and adaptive leadership practices of school heads managing remote and far-flung schools in the district of Donsol, Sorsogon. It identified the critical issues facing the schools in terms of financial resources, academic performance, human resource management, physical facilities, stakeholder participation, and peace and order situation. In addition, the study also determined the strategies used to surmount such challenges, describe how such strategies have been implemented, and propose a support system framework in order to help increase the management capacity of school heads in GIDA schools. Data were gathered through surveys, interviews, and document analysis from school heads, teachers, and local stakeholders of chosen remote public schools using a qualitative-descriptive research design. The results showed that leaders in far-flung schools experience complex constraints pertaining to insufficient funding, delayed allocation of resources, teacher shortage, poor infrastructure, and limited community involvement. Despite such limitations, school heads were able to show resilience, resourcefulness, and context-responsive leadership by mobilizing resources at the community level, collaboration with stakeholders, and flexible approaches to instructional supervision. Localized planning, improvisation of learning materials, and partnerships with barangay officials and NGOs proved to be effective strategies to maintain school functionality and learner engagement. The study finally concludes that school leadership in geographically isolated areas consists of far more than administrative management but is a matter of ethical stewardship, adaptive decision-making, and community empowerment. It then proposes a framework for a support system in terms of leadership mentoring, resource mobilization, professional development, and stakeholder engagement as a way of strengthening the managerial and instructional capacities of school heads. The institutionalization of such a framework through the Department of Education and local governments would contribute to inclusive, resilient, and context-driven education for learners in far-flung and underserved communities.

Keywords : School Management, Leadership Strategies, Geographically Isolated Schools, Educational Governance, Donsol Sorsogon, Support System Framework.

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