DEALING WITH TRANSITIONS: EXPERIENCES OF NEW EDUCATIONAL LEADERS

Education

The purpose of this research was to explore and understand the lived experiences, challenges, strategies, and aspirations of new educational leaders in public schools at Monkayo East District, Davao de Oro during their leadership transitions. Using a phenomenological approach, in-depth interviews were conducted with selected school heads to examine their journey in relation to authority-building, resource management, relational adjustments, emotional struggles, resilience, and leadership development. Findings revealed that while new leaders encountered various challenges such as establishing authority, managing limited resources, and facing emotional and relational tensions, they also discovered their strengths, developed fresh perspectives, and adapted through reflective and collaborative practices. Participants employed strategies including community engagement, mentoring, peer support, and shared decision-making to address problems and foster inclusive school environments. Despite systemic gaps in onboarding and institutional backing, new leaders remained committed to cultivating supportive and inspiring school cultures and promoting equity through communication, purpose, and distributed leadership. Their aspirations called for structured support systems, sustained capacity-building, equitable resource allocation, and policy reforms that empower school leadership. The study highlighted the importance of relational awareness, resilience, and collective leadership in navigating transitions effectively. Recommendations focused on strengthening institutional onboarding, mentoring programs, and stakeholder collaboration to support new educational leaders in creating responsive, inclusive, and learner-centered schools.

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