TRAVERSING LEADERSHIP UNPREPARED: A PHENOMENOLOGICAL STUDY OF NOVICE SCHOOL HEADS WITHOUT INDUCTION PROGRAM

Education

This phenomenological study explores the lived experiences of novice school heads in the Municipality of Maco, Davao de Oro, who assumed leadership roles without undergoing formal induction programs. Utilizing in-depth interviews with seven newly appointed school heads, the research delves into their notable experiences, challenges, coping mechanisms, and insights as they transitioned from classroom teaching to school administration. The findings reveal that the absence of structured induction programs led to significant struggles in communication, stakeholder engagement, resource management, and emotional well-being. Despite these challenges, participants demonstrated resilience through mentorship, collaboration, and faith-driven motivation. Thematic analysis uncovered key strategies such as building relationships, seeking guidance from experienced leaders, and fostering community partnerships. The study highlights the urgent need for institutionalized induction programs, continuous professional development, and significant leadership support systems. The findings of this study contribute to broader discourse on educational administrators and future researchers aiming to enhance the effectiveness and preparedness of novice school heads. Ultimately, this research affirms that leadership is not merely a title but it is a journey that demands preparation, support, and vision. By listening to the voices of novice school heads, we uncover the urgent need to transform how we prepare our educational leaders for the challenges ahead.

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