Authors : Bren Chrisman Colita; Dr. Remigilda D. Gallardo

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/5an33zbw

Scribd : https://tinyurl.com/2ndm5rp9

DOI : https://doi.org/10.38124/ijisrt/25aug1194

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Abstract : This qualitative phenomenological study investigated the lived experiences of school heads as they transitioned from modular and online learning to full face-to-face classes in public elementary and secondary schools. It specifically examined their ordeals, coping strategies, and insights throughout this shift. Using semi-structured interviews and focus group discussions, the study uncovered five major challenges: Inadequate Infrastructural and Resource Support, Challenging Health and Safety Management, Resistant and Hesitant Stakeholder Responses, Overwhelming Administrative and Policy Demands, and Heightened Emotional and Psychological Stress. In response, school heads employed corresponding coping mechanisms such as Resourceful Planning and Adaptive Utilization, Strict Protocol Enforcement and Health Coordination, Collaborative Communication and Community Engagement, Strategic Delegation and Time Management, and Emotional Resilience and Peer Support Networks. From these experiences, school heads gained insights that emphasized the importance of teamwork, transparency, flexibility, and innovation in overcoming limitations and leading effectively during a crisis. The study’s findings contribute to strengthening school leadership and policy formulation in preparation for future disruptions in the education sector.

Keywords : School Heads, Face-To-Face Classes, COVID-19 Transition, Educational Leadership, Qualitative Research, Public Schools.

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