SCHOOL LEADERSHIP AND POSITIVE CULTURE: STRATEGIES, PERCEPTIONS, AND CHALLENGES IN FOSTERING TEACHER SATISFACTION AND STUDENT ENGAGEMENT

Educational Management

This study explored the lived experiences, strategies, and challenges of school administrators under MBHTE-BARMM in fostering a positive school culture, using a phenomenological approach through semi-structured interviews with 25 purposively selected administrators. The qualitative phase aimed to complement quantitative findings by providing contextualized insights into leadership practices in geographically and socio-politically complex environments. Thematic analysis revealed that administrators actively shape school culture through adaptive strategies tailored to their unique contexts. In areas affected by conflict and disaster, they implement disaster preparedness and community recovery initiatives to promote resilience. Strong community partnerships and resource mobilization were also identified as key practices for enhancing support systems. Administrators described their roles as mentors and motivators, emphasizing the importance of professional development, emotional support, and recognition in promoting teacher satisfaction and performance. These efforts contribute to a collaborative and committed professional environment, ultimately improving instructional quality and student outcomes. Despite their efforts, administrators face significant challenges, including geographic isolation, security threats, limited resources, teacher burnout, and cultural and political complexities. In response, they adopt innovative, community-based solutions such as peace education, cultural sensitivity initiatives, and inclusive student programs. The findings underscore the need for systemic support to sustain and amplify the positive impacts of school leadership. Enhanced resource access, targeted training, mental health support, and collaborative governance are essential to empower administrators in their pivotal role in shaping resilient, inclusive, and high-performing school environments.

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