Leadership and Challenges: A Phenomenological Exploration of Teacher-Principals in the Philippines

Melbert O. Hungo, Leomarich F. Casinillo, Dennis V. Madrigal
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Abstract

This qualitative study employed a descriptive phenomenological approach to explore the experiences of school principals who also serve as teachers in Leyte and Southern Leyte, Philippines. Thirty school heads, selected based on experience, marital status, and willingness to participate, provided insights through a Pre-Survey form and semi-structured interviews. Thematic analysis (Colaizzi's method) revealed challenges in teaching strategies, behavior management, technology integration, and parental communication, while strategic management skills included prioritization, planning, and stress management. Findings have implications for policy development, professional development programs, and curriculum design, benefiting scholars, practitioners, and policymakers. The study highlights the unique experiences of teacher-principals, contributing to scholarly dialogue on educational leadership. Recommendations emphasize ongoing strategic management training, self-assessment, and collaborative input. By exploring innovative teaching strategies and sharing insights, teacher-principals can enhance collective educational knowledge. This study offers valuable perspectives on educational leadership, guiding policies and practices for a more effective and responsive educational system.
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领导力与挑战:菲律宾教师校长的现象学探索
本定性研究采用描述性现象学方法,探讨菲律宾莱特省和南莱特省兼任教师的校长的经验。根据经验、婚姻状况和参与意愿选出的 30 位校长通过预调查表和半结构化访谈提供了见解。专题分析(科莱兹方法)揭示了教学策略、行为管理、技术整合和家长沟通方面的挑战,而战略管理技能包括优先次序、规划和压力管理。研究结果对政策制定、专业发展计划和课程设计都有影响,使学者、从业人员和政策制定者受益匪浅。本研究强调了教师校长的独特经历,为有关教育领导力的学术对话做出了贡献。建议强调持续的战略管理培训、自我评估和合作投入。通过探索创新的教学策略和分享见解,教师校长可以增强集体的教育知识。这项研究为教育领导力提供了宝贵的视角,为建立一个更有效、反应更迅速的教育系统提供了政策和实践指导。
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发文量
25
审稿时长
12 weeks
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