Educational Leadership Under The New Normal Education: Buhay School Heads Ngayong Pandemya: A Qualitative Study On

Global Education & Social Sciences Journal Volume I, No.
1 (March 2021) Page 42

______________________________________________________________________________________________
Buhay School Heads Ngayong Pandemya: A Qualitative Study on

Educational Leadership under the New Normal Education
Christian C. Halili, PhD.
DepEd, Division of San Jose City, Nueva Ecija, Philippines
Core Gateway College, Inc., San Jose City, Nueva Ecija
Email: justinevince1979@gmail.com
Abstract
The purpose of this study was to examine the educational
leadership of the School Heads of Nueva Ecija, Philippines under the
new normal education. The theory supporting this study was the
Systems Theory (1951) of Talcott Parsons which implies the new
normal educational system has inputs that are processed through the
leadership of the school heads aiming for quality ends. Interviews with
the school heads were conducted to gather the imperative data from the
eleven participants. The collected data were transcribed, examined,
coded, and broken down into themes that emerged throughout the
research process. The school heads operated in a manageable and
flexible way. They ensure that even if there is presence of COVID 19,
education would continue through the guidance of the Inter-Agency
Task Force (IATF) and Department of Education (DepED). They
operated with an assurance that all stakeholders are prepared and
would embrace all the changes in the new normal education. School
heads manage the students by initially collaborating with other
stakeholders most especially the parents, teachers and fellow school
heads. They lead with respect and fairness. This is the practice that
they do to ensure that quality education is still pursued even at this
times of crisis. The leadership style of the school heads in the new
normal education are democratic and transformational. Majority of them
have full trust to their subordinates and involve them in making
decisions. Other school heads have also acted like parents to their
subordinates and help them in improving their skills and
professionalism.
Keywords: COVID-19, educational management, leadership skills

of school heads, new normal education
Introduction
“One of the most recent public health emergencies of global concern is the
recent COVID 19 pandemic, which started in China and almost infected every
country in the whole world. This disease is caused by a novel coronavirus (SARS-
CoV-2, previously known as 2019-nCoV) and has received global attention from
Global Education & Social Sciences Journal Volume I, No. 1 (March 2021) Page 43
______________________________________________________________________________________________
growing infections and on how to eradicate the disease and flatten the curve of
infections” says Tria (2020). The virus has become a controversial issue that leads the
implementation of policies and actions like wearing of face mask, social distancing,
and contact-tracings among others.
Many things have changed since COVID-19 infiltrated the realm of education. It
has greatly, if not totally, affected the management systems and the delivery of
lessons and the evaluation of student outputs to name a few. The emergence of this
virus gave rise to the new normal educational system. Hence, the school heads have
to promote educational leadership amidst this crisis and continue providing the needs
of learners.
Educational leadership has to be pursued and developed primarily by the
school heads in every educational institution. This entails knowledge, experience, and
good skills to promote effective and efficient leadership among the school heads. It is
not easy to become a leader of any institution, especially in the educational sector.
There are certain capabilities and leadership styles that must be attained by the school
heads in order to promote effective leadership. School heads also need to lead the
schools and must have endurance to the issues and challenges that may arise in the
new normal. As school heads, they need to have the best practices in educational
leadership to deal with those challenges and promote quality education amidst the
COVID 19 crisis.
Research Problem. This study aimed at examining the educational leadership
of the School Heads of Nueva Ecija, Philippines under the new normal education. The
researcher primarily identified how the school heads managed their schools
specifically their operational procedures, best practices, leadership styles, together
with the challenges they encountered in the new normal education and how they dealt
with them.
Methods
The study mainly focused on the lived experiences of the School Heads amidst
the new normal education system in San Jose City, Nueva Ecija during School Year
2020-2021. The study was only limited to eleven (11) public school heads in the
Division of San Jose City, Nueva Ecija. The participants were selected using purposive
sampling technique. Their demographic profile includes sex, civil status, highest
educational attainment, years of service as School Head, and participation on
leadership webinars regarding the new normal. The participants comprise four males
and seven females. In terms of their civil status, all of the participants are married
except for Participant 11 whose civil status is single. For the educational attainment,
one was PhD degree holder, two already enrolled in PhD, four were already masters’
degree holder while the remaining four already enrolled their masteral degree.
Participants’ years of service as school head ranges from 1 to 4 years and all of them
participated in the different trainings/webinars in leading the school in the new normal.
The information were gathered using a semi-structured interview as designed
______________________________________________________________________________________________
by the researcher. The researcher only limits its questions in relevance to the study
and all the necessary data were gathered and analyzed. The researcher constructed a
guide questionnaire in relevance to this study that he used in the interviewing process.
The guide questions used by the researcher was composed of the main questions that
are needed to be answered by the participants. It also has sub-questions that are
relevant in the main questions in order to more emphasize the response of the
participant. The researcher also added some follow up questions for added information
but still connected to the study for the purpose of constructing a more detailed result.
Lastly, the results only focused on the responses that are considered true to the key-
informants which are the school heads of San Jose City, Nueva Ecija.
The researcher employed qualitative method in constructing this study. The
research used a content analysis by carefully interpreting and analyzing the
transcribes constructed after the data gathering procedure. Harnett (2016) defines
“content analysis is usually set in a naturalistic paradigm, allowing categories to
emerge originating from the coders’ subjective conscious experience”. Thus by means
of using the content analysis coding is an essentiality to be done by the researcher to
make the proper interpretations and analyzations. In analyzing the transcribe
information the researcher follows a sequence of steps developed by Sutton and
Austin (2015) to gently construct the ideal interpretations of results.
Results and Discussions
In the analysis of qualitative data, four major themes emerged from the
responses of the 11 participants. Each theme has corresponding sub-themes were
culled from the succeeding thematic analysis.
Theme 1. Operational Procedures Implemented by the School Heads in the New
Normal Education
Three sub-themes were identified by the researcher from the responses of the
participants. The operational procedures implemented by the School Heads in the new
normal education were categorized into: (1) communication to different stakeholders
assuring their active participation, (2) incorporating information from higher authorities
like the IATF and DepEd, and (3) Ensuring the monitoring of teachers performance
and student learning.
Communication to different stakeholders assuring of their active participations
Participants 1, 6 and 7 stated “Proper information dissemination by means of
giving flyers and announcement through barangay officials the school was able to gain
the active involvement of parents and some stakeholders”. They also mentioned “that
the community was so supportive, because with no proper communication to
stakeholders there will be no active participations”.
“The school must take the lead to provide stakeholders the data and other
information they need to be productive partners around student achievement”
______________________________________________________________________________________________
according to Paine and McCann (2009).

In addition, Participants 4 and 7 mentioned “We assure the active participation
of teachers in the new normal. For example, we also train them in the use of ICT to
become more knowledgeable in using it especially that technology is widely used in
the new normal”. “The use of information and communication technology (ICT) has the
potential to support, enhance, and enable education” as attested by Dahya (2016).
Moreover, Participants 8 and 11 said “We provide teacher support for the online
modality, especially to the unfortunate ones who don’t have their own gadgets like
laptops as well as internet connectivity”. “In highly successful environments, efforts
have been made to make it possible for teachers to be successful. That means making
sure that they have the instructional resources they need – textbooks and other tools
of learning (computers, good curriculum). It means that they are asked to work in ways
that will allow them to be successful” as mentioned by the Wallace Foundation (2013).
Incorporating information to higher authorities like the IATF and DepEd
Participants 1, 3, 4, 5 and 9 mentioned “Our school always complies and
incorporates he safety and sanitary protocols as well as the implementing rules and
regulations from the IATF and DepEd”.
In addition, Participants 2, 6, 9 and 8 stated “Our school is implementing the
different health protocols like wearing of face masks, face shield, social distancing,
contact tracings of visitors, providing separate rooms for the faculty, using alcohol,
disinfectants, soap and water for the frequent washing of hands. Teachers who were
deployed in the distribution and retrieval of modules strictly follow these protocols”.
The school heads need to assure the safety of the stakeholders by complying to
the health and safety protocols prescribed by such governing agencies like the IATF
and DepEd.
Participants 7 and 11 also shares “We actually adapted the guidelines given by
the Department of Education regarding the work schedule. Our faculty and staff aren’t
actually required to report in school every day. Instead we planned a schedule for our
works in the office or school”.
Ensuring the monitoring of teachers performance and student learning
Participants 4, 5 and 7 stated “We ensure the monitoring of teachers. In fact, I
am included in all their group chats. I monitor and supervise them by observing how
they respond to the queries of the parents and students. We have monitoring tools for
teachers. They need to submit their weekly accomplishment reports and other
outputs”.
On the other hand, Participants 2 and 11 revealed “In this time of pandemic,
teachers are supported by the school in order for us to observe their teaching. For the
students, their learning will be based from their outputs of their varied tasks”.
______________________________________________________________________________________________
“Supporting the teachers should be a priority of the school heads in order for
them to become more well-prepared and enhanced in their teaching capabilities and
skills. Effective school leaders as studied by University of Washington researchers are
supporting the teachers and the school staffs” as suggested by the Wallace
Foundation (2013).
In addition, Participants 8, 9 and 10 responded “The teachers are being
monitored on a daily basis since they go to school every day for their preparations.
There is no work from homes, but we are considerate to teachers who are at a high
risk due to the COVID-19 cases in their neighborhood or community”.
As stated by NASSP (2013) improving educational monitoring and supervisions
are needed to allow faculty to teach at their best and learners to learn at their best and
this is the job of the school heads.
Theme 2. Best Practices of School Heads in the New Normal Education
Three sub-themes identified by the researcher from the responses of the
participants during the conduct of the interviews. The best practices of School Heads
in the new normal education were categorized as follows: (1) sharing ideas with other
school heads, (2) democratic way of decision-making, and (3) inspiring the teachers
and knowing them more.
Sharing Ideas with Other School Heads
According to Participants 1, 5, 6 and 8 “When it comes to work we always
practiced collaboration, and coordination with other school heads. WE share ideas and
experience to one another. We share our best practices because we believed that
nobody must be left behind. And since we are in the same profession we make it
appoint that everyone is included. Also, we can solve our problems if we are united.
We share our plans, decisions and even our actions in our respective schools.
“Collaborating with other schools needs to be recognized as specific role for
school leaders. It can bring benefits to school systems as a whole rather than just the
students of a single school” according to Pont et al. (2008). “Educational leadership of
a school is a collaborative team effort” opines Ottestad (2013). As a school head there
must be unity among its team, wherein collaborations is the first thing to do by the
school heads in order to achieve the educational goals of the schools.
Democratic Way of Decision Making
Participants 1, 5, 7, and 11 stated “I always collaborate in my subordinates. I
consider the ideas of my workmates because I am not the one who always who
decides. I will first study all the details then see what action is more appropriate for a
certain issue or concern. before we make our decisions. Then I also consider their
ideas knowing what is more appropriate to do in such issue or concern”. We discuss
then, we review the guidelines to make sure we don’t make any violations for our
actions.
______________________________________________________________________________________________
In addition, Participants 3 and 9 revealed “In terms of leadership I do not

consider myself a dictator. I lead in a democratic way because even if I can make
decisions on such matters, I still get their ideas. I ask first the ideas of my
subordinates. And I believed that as long as there are good and right outlooks coming
from them, then we will follow them. That that is how I lead them”.
These phrases shows that decisions and plans were initiated by the leaders, but
the subordinates were consulted. The leaders do not only rely on their own ideas.
Democratic leaders tend to seek advices from their subordinates regarding certain
issues or matters that need to be addressed. Hence, when it comes to a decision
making educational leaders needed to consult the ideas of their subordinates. Loiseau
(2005) added that a democratic leaders allow members to air their ideas or sentiments
and weigh them since they are aware they have the responsibility when they decide
on them. When leaders are team players, the members will have higher satisfaction
and they will also feel ownership to whatever decisions the leaders will arrive at.
Inspiring the Teachers and Knowing Them More
Participants 1, 2, 5 and 7 stated, “I encourage the teachers by having positivism
in their outlooks. I am simply supporting them, giving their needs and encouraging
them to teach diligently in the new normal education for the purpose of their
professional growth”. I need to convert the challenges into opportunities and at the
same time inspire those challenged teachers also”.
School heads leadership does not end in their role of as supervisors to the
subordinates, but they also need to encourage the teachers, especially by sharing
positivity towards the missions and goals of the institution.
Many educational institutions were under the sphere of positivism that prefer the
use of technical core of organizations as well as their purposes (Aslanargun, 2012).
Thus, it must be applied within the plans and decisions of the school heads.
Furthermore, Participants 9 and 11 mentioned, “I do believe that to be able to
lead a group excellently of course, you really have to know the unknown, the concerns
and even the personal aspects of your members. “We just cannot give orders or
instructions to our subordinates if we don’t see what is actually happening in their lives.
Being a leader, especially in the academic force, we should try to be in their position
because not knowing what is really happening on the ground, I don’t think we can
actually give good instructions to them”.
School heads should know the teachers more at their personal lives by listening,
empathizing and connecting to them. During these can help the teachers become
inspired and motivated in their work.
Theme 3. Leadership Styles Manifested by School Heads
There were four major themes identified by the researcher from the responses
of the participants during the interviews. The leadership styles manifested by the
______________________________________________________________________________________________
school heads amidst the new normal education were categorized into: (1)
interdependent leadership, (2) transactional leadership, (3) democratic leadership and
(4) transformational leadership.
Interdependent Leadership
As stated by Participants 1, 4 and 5 “Working as a team, the school heads and
teachers need support and participation from one other. What I want is for them to
realize that we are unified as one family. I am not the boss who shall always be
followed. It’s just like a home that the participation of every member of the family is
needed, so we must promote good and healthy relationships with one another”. To be
effective, “a school climate must promote learning and positive relationships among
school personnel treating each one as family” (Edmons, 2009).
Participants 2, 6, 7 and 8 shared that “Being a good leader, I must influence
my workmates by being a good example and a role model to them. I also then assure
that I have the ability to draw myself to them in this new normal education. No one
shall be left behind. I will collaborate with them and help them in their needs and I
always show them that I am here for them no matter the situation is”. School heads
show leadership to subordinates by influencing them. As Pont et al. (2008) rephrased,
school leadership carries the supposition that it includes an intention to influence the
harmonious relationship of members in exerting efforts to collectively accomplish the
organization’s goals.
Transactional Leadership
Participants 3, 7 and 9 stated “We need to encourage and motivate the
stakeholders, especially the teachers in our school despite the challenging situation
not only for the sake of the school but as well for the teaching force not to be
lessened and also well an expectation of good salary”. They added, “Teachers are
very lucky because despite the situation they are still earning money compared to
other employees who has lost their jobs due to repeated lockdowns and as a result of
COVID 19 cases. Even if there is a difference in the new normal, we are still being
paid in our jobs”.
These leaders include the use of rewards or incentives to boost the diligence
of their subordinates and somehow their efficiency at work. Transactional leadership
portrays a leader that uses transactions in order to fulfill certain goals and visions.
“Transactional leaders are fairly common today. These managers reward their
employees precisely for the work they do” opines Becker (2020).
Democratic Leadership
Participants 1, 3, 6, 7 and 9 revealed “In terms of leadership I lead in a
democratic way because even if I can make decisions regarding such matters I still
get and consider their ideas and insights before making such decisions. I do not
consider myself as a dictator or an autocratic leader. I ask first the ideas of my
subordinates and I believed that I cannot always say I am always one to decide and it
______________________________________________________________________________________________
is not always that I have the right decisions because as long as there are better
outlooks coming from them then we will follow that and as a matter of fact I see how
effective it is to become a democratic leader”.
Democratic leaders consider their people in initiating such plans and actions by
having a proper coordination of leaders and subordinates and by making a unified step
in such concern rationality in the decisions can be an outcome. “Democratic
leadership is one of the most effective leadership styles because it allows lower-level
employees to exercise authority which they'll need to use wisely in future positions
they might hold” as stated by Becker (2020).
Transformational Leadership
Participants 2, 5 and 7 stated “I encourage the teachers by simply inspiring
them and supporting them in embracing the new normal education. I support them by
giving their needs and encourage them to teach diligently. Also, I want to mold
teachers especially in their professional growth, because one of my goal is that from
every school I lead”.
“The transformational leadership style is one of the most implemented styles in
educational leadership. It has integrity, defines clear goals, encourages clear steps to
communication and expressive. This style of leadership encourages, motivates and
supports employers, often involves recognizing and rewarding people for their good
work” explains Kaleem (2016).
Theme 4. Challenges Encountered by the School Heads in the New Normal
Education
The challenges to the leadership of School Heads in adapting to the new
normal education were categorized in the following: (1) adapting the new normal
education, (2) remote areas of learners and parents, and (3) learning delivery to
students and internet connectivity.
Adapting the New Normal Education
Participants 1, 9 and 11 mentioned “The challenges I encountered are the
question arising from the parents or stakeholders asking what do we mean by new
normal? How we go through the educational system in the new normal? as well as in
the teachers that is the primary challenge”. We come to the point of exhausting
ourselves how can we manage to adapt the new normal education and encourage the
participation of learners in this situation. It’s not easy. Even the teachers are having
difficulties adjusting”. Every sector in the education system is challenged in adapting
the new normal education, most especially the parents, teachers and students. Coping
with the new normal is a challenge due to its shift from prior educational system.
Wherein there were new platforms of learning delivery to the students must be
derived. This is why, most of the stakeholders are all still adjusting.
On the other hand, Participants 2 and 4 mentioned, “Definitely, whether we like
______________________________________________________________________________________________
it or not we need to adjust because from the word new normal there must be a change
in the system. That is a reality nowadays. If I were to be asked about the new normal,
it is much more difficult compared to the old system because now there are so many
things to be done”. There are absolutely a lot of adjustments and work to be
accomplished now and one of the most burdened here is the position of the school
head carrying on the demand of leading the school at the realm of new normal
education.
Remote Areas of Learners and Parents
Participants 5 and 7 admitted “Public schools are challenged, most especially
the schools in the remote areas. Actually, that is our primary challenge”. It is difficult to
reach the learners and stakeholders, since the school is located far from the city
proper. Most of our students live in very remote areas. Our burden is how we can
reach them, especially in giving them the printed and digital modules”.
In addition, Participants 4, 10 and 11 mentioned, “Some of the students who are
in remote places have poor access if online classes will be initiated”. There are
instances, they really did not have the reception for the mobile communication. They
are very difficult to reach out; even through text messaging they are unable to
connect”.
Since there are many learners residing in the remote areas, it is difficult for the
school to reach them. One burden is on how they can give efficiently the leaning
materials and other important that they need at this time.
Learning Delivery to Students
Participants 2, 4 and 7 shared “The real challenge is student learning. We need
to ensure that they are really acquiring the necessary learnings in this kind of
education process, especially because they do not have face to face interaction with
the teachers. They undergo distance learning, so the delivery of knowledge is a big
challenge for us. We have also received feedbacks that the students didn’t understand
well the video-recorded lessons and the modules coming from the school. So, we must
continue to find strategic ways to make the new normal education more effective,
especially the learning process for the students”.
Since there were many of adjustments made in the new normal, student
learning is very much affected. There is no face to face learning and some students
lack resources and learning materials. It is difficult for them to acquire the learnings
that they need to have.
There are still other challenges in education like the “evaluation of student
learning and program impact” (World Bank Group Education, 2020). However, schools
must give the assurance that the learners still receive quality education by having this
kind of educational platforms, learning processes and learning management systems.
Moreover, Participants 8 and 9 claimed “It is given that we really have some
______________________________________________________________________________________________
challenges and adjustments made. Even us, the academic team, didn’t expect that
the learning delivery would be easy because teachers are used to be more
comfortable with face to face learning with the students”.
They also added, that, “During this crisis, teachers use technology either online
or offline for learning delivery. They also need to make efforts in their way of teaching
assuring that the learning is delivered efficiently”.
“Technology can be a supportive tool, but policymakers should also consider
ways that student learning can continue offline” as suggested by The World Bank
Education Global Practice, (2020).
Internet Connectivity
This actually is one of the issues in the new normal not of all can afford to have
educational devices having online data or internet connections thus it does not stop
with staying in online platform there must still be offline procedures, this is why
modular learning is as well implemented especially for those learners who are flawed
in using the online delivery in education.
According to Participants 2 and 5, “The challenges may be the unstable
internet connectivity, education materials and the distribution and retrieval of modules
to students”. They added, “Since we cannot ask for the presence of parents face to
face we only meet them online and is very limited because not all parents have
internet. So, we find it hard to get favors from them”.
The present digital age has the internet which has become a powerful platform
where people connect with each other anytime anywhere as long as there is network
connections. In the education sector, since not all stakeholders have the capacity to
have internet connections, it is hard to reach them out and give them updates on what
is happening in the school.
In addition, Participants 7 and 11 stated, “The first problem that we see is the
internet connectivity since not all learners have the capacity to acquire it. Moreover,
some of the students have no gadgets, so it affects their compliance to their
requirements and activities that sometimes results to poor performances”.
Internet connectivity continues to become a problem because not all students
can afford to have internet connection. And even if they do, unstable connections
affect their way of learning. This is why, it ended up with low quality of learning and
poor academic results.
In the report of Akamai (2017), the Philippines has the lowest internet
connection in Asia. This has brought challenges on equity gaps and has alo
contributed to low quality of learning to the students which has resulted to poor
performance of students in different assessments.
Dealing with the Challenges in the New Normal Education
There were three major themes identified by the researcher from the
______________________________________________________________________________________________
responses of the participants during the interview. The solutions of the school heads to
the challenges in dealing with the new normal education in San Jose City, Nueva
Ecija. were categorized as follows: coordinating with the school’s stakeholders,
attending a series of webinar/school-based trainings and issues and addressing issues
and concerns via electronic means.
Coordination with the School’s Stakeholders
Participants 1, 4, 6 and 9 mentioned that “We share the necessary information
regarding the new normal education, especially to the parents. We coordinate with
them and explain how it is going to be in the new normal so that we can reach them
out and have a good partnership with them. Fortunately, the are very supportive and
active”.
Moreover, Participants 3 and 6 revealed “The Division Office has supported the
learning materials for the learners. They provided 50 % of the resources needed by the
learners like flash drives and WIFI connections”. They also said that “Whatever the
problem is, communication is most important, to address other issues and concerns”.
The local government unit also supported the schools. They help the teachers,
learners and parents the necessary materials they needed.
“Effective school leadership depends on support from district and local
government officials” narrates Wallace Foundation, (2013).
In addition, Participants 4 and 10 explained that “We tried to address the
concerns of the learners in remote areas through home visitation of course, due to the
willingness of teachers, I think it is effective because our problems on this matter were
solved”.
According to Kirkland (2012), “Home visitation of teachers play a substantial
role in facilitating children’s academic adjustment and achievement of the learners”. He
added that “policies should be put in place to enhance communication and
collaboration between home visiting programs and school systems to better support
families through this transition”.
Furthermore, Participants 6 and 11 stated, “We coordinated with the
stakeholders by conducting a series of parents and learners’ orientation, wherein we
explained there that though there is a shift in the educational system, the teachers will
still be there to guide the learners along the way. Also, we were able to get their
feedbacks and also we were able to address their queries. It is efficient and effective
because we received positive feedbacks from our stakeholders”.
“Orienting the parents and learners through online or virtual platforms was
implemented and intended by the schools as part of their school preparations in
the new normal. Parents also play a very huge role and must be always in the
equation for student’s performance. Likewise, other family members like
grandparents, aunties or uncles, heads orient the and even the nanny regarding
______________________________________________________________________________________________
the new normal education” explains Malipot (2020).

Communication between stakeholders regarding the new normal and the usage
of these online platforms are needed for the readiness of the students in the new
learning system. “Within the educational dimension, there has been extensive
researches discussing the adoption of online modality in instructional implementation
in the new normal post-COVID-19 era” says Cahapay (2020).
Attending a Series of Webinars/ School-Based Trainings
As defined by Rao (2019), “a webinar is a presentation or seminar which is a
meeting for training or discussion that is conducted over the internet”. Hence, a
webinar is a live, virtual event which is performed online and it is an instructive or
educational conference that includes audio-visual communication between the
participants and the speaker.
Participants 1, 2, 3 and 7 stated “When it comes to the preparations as a school
head, before I make my teachers and the different stakeholders knowledgeable in the
new normal, I should capacitate myself by attending online trainings and meetings by
being updated on the different Deped issuances because I cannot share what I do not
have”. Teachers are also undergoing trainings and webinars for their preparation in the
new normal education system because in the current situation we need to know the
capability of teachers to adapt. Participant 7 added “after attending series webinars we
echo it again in school-based to practice and master the new strategies and to
improve our skills”.
As stated by Rao (2019), the main purpose of conducting webinars is to help
the audience enhance their knowledge and update their skills by inputting the latest
techniques and methods related to their respective fields.
In addition, Participants 6, 7 and 11 stated that “We made a series of webinars
for the psycho-social development of our stakeholders including the teachers, parents
and learners because we believe that we also must consider their mental wellbeing”.
The Office of the Secretary-General’s Envoy on Youth (2020) in partnership
with the World Health Organization and UNICEF, they are hosting a series of webinars
for young people, entitled “#CopingWithCOVID”. The aim is “to provide young people
with a platform for genuine connection amid uncertainty, encouraging them to field
their questions to the experts from UNICEF and WHO, generate mental health
awareness among young people, and strengthen demand for integrated mental health
and psychosocial interventions”.
Issues and Concerns Were Addressed Via Electronic Means
Participants 4, 5 and 9 admitted “Regarding the problems of the learners in
understanding their lessons, we, together with the teachers per section have created a
group chat. If there are any concerns among the studies, the teachers can respond to
them by means of chatting or texting”. The school head is included, so that if there
______________________________________________________________________________________________
were questions coming from the leaners regarding their subjects, we can answer them
but only on a given period of time”.
Moreover, Participants 7, 10 and 11 revealed “at times when there is no
connection or no electricity, they can still access the questions asynchronously through
digital or printed modules that are been given to them. Participant 7 added their
strategies wherein according to him “We came initiated online class consultations
wherein from Monday to Friday there are virtual interaction between the teachers and
students following a given schedule to address the queries and concerns of the
learners regarding the topics that they see difficult to understand. In addition, the
learners can have an option if they want to procure the learning materials by walking to
the school and shuttles or by sending them via Gmail accounts. Participant 11 also
revealed their unique ways in addressing the issue on internet connectivity. He
revealed, “With the partnership of the telecommunication companies, we provide sim
cards loaded with data bundle wherein all they need to do is insert those sim cards on
their phones and activate the plan. So, if it is activated they can have a daily allowance
of mobile data in which they can use in their classes both synchronous and
asynchronous”.
This digital material provide support to the learnings of the students. Through
asynchronous learning, their digital learning materials is available at any period of time.
Even without synchronous learnings, they can still follow to the lessons and acquire
the knowledge and skills that they should have.
“Digital materials to supplement the curriculum may be especially prominent in
asynchronous learning. This could be anything from uploaded PowerPoint
presentations, to document sharing, to podcasts and video streaming” suggests Bueno
(2020).
Conclusion and Recommendations
With the foregoing findings, the researcher concluded the following: (1) The
school heads operated in a manageable and flexible way. They ensure that even if
there is presence of COVID-19, education would continue through the guidance of the
IATF and DepEd. They operated with an assurance that all stakeholder is prepared
and would embrace all the changes in the new normal education; (2) School heads
manage the students by firstly collaborating with other stakeholders most especially
the parents, teachers and fellow school heads. They lead with respect and fairness.
This is the practice that they do to ensure that quality education is still pursued even at
this times of crisis; (3) The leadership style of the school heads in the new normal
education are democratic and transformational leaders. Majority of them trust their
subordinates fully rather themselves making decisions. Other school heads are also
like father or mother to their subordinates improving their skills and professionalism; (4)
In this new normal education adjusting to the new systems is a huge challenge to the
school heads for not all the stakeholders, primarily the students can easily adapt due
to the fact that not all of them have the availability of learning resources like gadgets
______________________________________________________________________________________________
and internet connection. The school heads dealt with this challenge by seeking the
guidance of the stakeholders and as well by training themselves to be flexible in these
times. These school heads managed the students through the use of electronic
means. Even if there is no internet connection the students are still acquiring learnings
and are being informed; and (4) This study contributed to the existing body of
literature, mostly on the educational leadership of the School Heads in terms of dealing
with the challenges in the new normal as well as the best practices and leadership
styles of the School Heads in the new normal education.
With the conclusions drawn, the researcher recommended the following: (1) The
School should provide vehicles for the distribution and retrieval of the learning modules
of the students, especially to the ones who are in the remote areas to lessen their
travel expenses; (2) The Department of Education together with the local government
unit must enhance their support and collaborations with the public schools most
especially in providing additional learning resources like bond papers that are used for
the printing of modules; (3) The Department of Education should enhance their support
to the parents and students who are in the remote areas considering their poor internet
connectivity and lack of learning resources; (4) Webinars with regards to psycho-social
support for the students and parents should be initiated every quarter to encourage the
students and parents in facing the challenges of the new normal education; (5)
Schools should coordinate and patronize partnerships with the telecommunication
companies in order to promote a more stable internet connectivity for the teachers and
learners; and (6) Future researchers may investigate on the experiences of the
learners in the adaptation in the new normal education and how it affects their success
in learning.
References
Akamai (2017). State of the Internet. Q1 2017 report. https://community.akamai.com.
Becker, B. (2020). The 8 Most Common Leaderships Styles & How to Find Your Own.
https://blog.hubspot.com/marketing/leadership-styles.
Bueno, D. (2020). The "New Normal" at G-SPACE: Flexible/blended teaching and
learning via ERATE. Columbian College Inc.
Cahapay, M. (2020). Rethinking Education in the New Normal Post-COVID-19- Era: A
Curriculum Studies Perspective. Research Gate. Mindanao State University.
Dahya, N. (2016). Education in Conflict and Crisis: How Can Technology Make a
Difference? A Landscape Review. Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ). Bonn and Eschborn, Germany Sector Programme
Education Friedrich-Ebert-Allee 36 53113 Bonn Germany.
Edmons, N. (2009). Improving teacher morale with team building. East Tennessee
State University Digital Commons @ East Tennessee State University
Harnett, B. (2016). The Value of Content Analysis as A Qualitative Research Method.
Research Gate. Abu Dhabi University.
______________________________________________________________________________________________
Kaleem, Y. (2016). Leadership Styles & Using Appropriate Styles in Different

Circumstances. National University of Sciences and Technology.
Kirkland, K (2012). Evaluating The Effectiveness of Home Visiting Services in
Promoting Children’s Adjustment in School. New York State Office of Children
and Family Services Healthy Families New York.
NASSP (National Association of Secondary School Principals). What The Research
Says About the Importance of Principal Leadership. National Association of
Secondary School Principals. Association Drive Reston, Virginia 20191 703-860
-0200 www.nassp.org
Malipot, M. (2020). role of parents in the ‘new normal’ in DedEd. Manila
Office of the Secretary- General’s Envoy on Youth. (2020). #COPINGWITHCOVID: A
webinar series on young people and mental health. https://www.un.org/
youthenvoy/2020/04/copingwithcovid-a-webinar-series-on-young-people-and-
mental-health/
Ottestad, G. (2013). School leadership for ict and teachers’ use of digital tools.
Norwegian Centre for ICT in education. ottestad@iktsenteret.no
Paine, S & McCann, R. (2009). Engaging Stakeholders Including Parents and the
Community to Sustain Improved Reading Outcomes. Sustainability Series
Number 6.
Pont, B., Hargreaves, A. & Halász, G. (2018). “the finish approach to system
leadership”, a case study report for the oecd improving school leadership
activity, available at www.oecd.org/edu/schoolleadership.
Rao, P. (2019). The influence of webinars in developing teaching skills of the english
language teachers: A comprehensive study in ELT. Lecturer in English, English
Language Centre, King Faisal University, Al-Hasa, Kingdom of Saudi Arabia.
Sutton, J. & Austin, Z. (2015). Qualitative research: data collection, analysis and
management. Can J Hosp Pharm. doi: 10.4212/cjhp. v68i3.1456.
The Wallace Foundation. (2013). The school principal as leader: guiding schools to
better teaching and learning. The Wallace Foundation 5 Penn Plaza, 7th Floor
New York, NY 10001 212.251.9700 Telephone info@wallacefoundation.org
The World Bank Education Global Practice. (2020). Guidance note: remote learning &
COVID-19. https://www.worldbank.org/en/topic/edutech #covidedtech.
Tria, J. (2020). The COVID-19 Pandemic through the Lens of Education in the
Philippines: The New Normal. Catanduanes State University. Research Gate.
World Bank’s Edtech Team (2020). Remote learning, distance education and online
learning during the covid19 pandemic: World Bank’s Edtech Team.
www.worldbank.org/en/topic/edutech/brief/edtech-covid-19.
World Bank Group Education. (2020). Education television programming: knowledge
pack with a focus on low-resource settings. Team. www.worldbank.org/ en/topic/
edutech/brief/edtech-covid-19.

Educational Leadership Under The New Normal Education: Buhay School Heads Ngayong Pandemya: A Qualitative Study On

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Educational Leadership Under The New Normal Education: Buhay School Heads Ngayong Pandemya: A Qualitative Study On

Uploaded by

Copyright:

Available Formats

Global Education & Social Sciences Journal Volume I, No.

1 (March 2021) Page 42

Buhay School Heads Ngayong Pandemya: A Qualitative Study on

Keywords: COVID-19, educational management, leadership skills

according to Paine and McCann (2009).

In addition, Participants 3 and 9 revealed “In terms of leadership I do not

the new normal education” explains Malipot (2020).

Kaleem, Y. (2016). Leadership Styles & Using Appropriate Styles in Different

You might also like