SCHOOL LEADERSHIP AMONG NOVICE SCHOOL HEADS

Educational Management

This study investigates the challenges and support needs of novice school heads within the broader framework of school leadership, with particular attention to the Philippine educational context. Globally, educational systems have placed increasing demands on school leaders, requiring them to balance administrative responsibilities, improve student outcomes, and ensure the overall well-being of school communities. Novice principals, however, often assume these complex roles with limited preparation and inadequate institutional support. Locally, additional constraints such as limited resources, complex school dynamics, and evolving policy expectations further complicate their leadership responsibilities. Grounded in relevant literature and policy frameworks, including the Governance of Basic Education Act of 2001 (Republic Act No. 9155), this research explores both the leadership and management functions of novice school heads—ranging from instructional supervision and teacher evaluation to resource allocation and stakeholder engagement. Empirical findings from prior studies (e.g., Sirait, 2020; Samah, 2021; Castañeros et al., 2023) reveal that new principals frequently struggle with low self-efficacy, isolation, and limited leadership knowledge, all of which can hinder their effectiveness in leading school improvement efforts. Through a qualitative lens, this study aims to identify the specific challenges faced by novice school leaders and to examine existing and potential support mechanisms that could enhance their leadership capacity. By focusing on the lived experiences of these school heads, the research seeks to generate actionable insights for policy makers, training institutions, and school systems. Ultimately, the study contributes to the discourse on school leadership development and underscores the importance of comprehensive preparation and sustained support in enabling novice principals to succeed in their roles.

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