NAVIGATING UNCERTAINTY: EXPLORING THE IMPACT OF POST-

PANDEMIC LEADERSHIP MANAGEMENT AND STYLES OF

TEACHERS IN THE SCHOOLS DIVISION OF OZAMIZ CITY

Northwestern Mindanao State College of Science and Technology

School of Graduate Studies

In Partial Fulfilment of the Requirements in

MAELM 212: Thesis Writing 1

Submitted to:

Dr. Marilou Abatayo

Submitted by:

Abegael A. Blaya

April 11, 2024

I. Introduction / Background of the Study

Following the COVID-19 outbreak, the world of education has undergone enormous shifts.

What was once deemed regular has been transformed by the need to adapt to changing

circumstances (Dayagbil et al., 2021). As schools and institutions struggled with the

problems posed by the virus, educators, students, and parents found themselves thrown into

an era of uncertainty, creativity, and perseverance. The continuing casualty of the Covid-19

pandemic is children’s education. The Philippines was one of five countries that failed to

immediately start in-person schooling when the pandemic began. The United Nations

International Children’s Fund (UNICEF) said that 27 million students were affected (Lu,

2023). United Nations Educational, Scientific and Cultural Organization (UNESCO) reports

that 87% of the world’s student population is affected by COVID-19 school closures

(UNESCO, 2020).

The period of uncertainty and rapid change brought about by Covid-19, a global pandemic,

has shaped the new normal. This period of uncertainty and rapid change is a period when

effective leadership skills of leaders should be rethought and reflected in the managerial

practice (Şal & Göçen). In this context, the pandemic created the way for greater duties for

teachers, enabling them to move into the forefront and perform the necessary initiatives.

This pandemic has changed many things in terms of teaching: who we are as teachers, the

classroom itself as well as the students. As we all know, in response to the pandemic, schools at

all levels needed an immediate shift toward online education, which can be both an opportunity

and a challenge (Grady, 2022). Teachers are an important part of this process since they are one

of the most important tools for delivering high-quality education (Roque, 2022). The drastic

change in traditional face-to-face mode of teaching became modular distance learning – a fresh

approach should be initiated.

On the other hand, most students as well as parents preferred virtual and modular learning

due to the risks that Covid-19 entails. However, complications emerged when most pupils
lacked the necessary technology, such as cellphones and laptop computers, for online

instruction. In some cities, such as Ozamiz City, the government provided tablets,

cellphones, and radios to learners in need, but the lack of signals in many far-flung areas is

one concurrent issue. One problem also is that many Filipino students live in deep poverty

they don’t have access to computers at home, they don’t have gadgets they can use for

studies, don’t have extra money to buy loads for their phones and a bad internet connection

(AB Conservation, 2022).

Moving forward, the best efforts to improve and still deliver high quality education from

Covid-19 pandemic despite the various issues and challenges is what motivated the

researcher to conduct a study on the impact of post-pandemic leadership management

among teachers. The results of the study will become vital information to know the impact of

post-pandemic leadership management: on how to become an educational leader in the new

normal – post-pandemic, what leadership qualities to possess, and how to better adapt

leadership styles on smaller and larger scales. Thus, New Normal Leadership is the ability to

be adaptable while maintaining one's commitment (Christopher et al., 2020).

II. Conceptual Framework

The conceptual framework of this study is based on the idea that the impact of post-

pandemic leadership management and styles among Key Stage 1 teachers in the Schools

Division of Ozamiz City can be understood by examining the teachers’ lived experiences and

their leadership and management styles. This framework incorporates two key variables: the

profile of the respondents and the teachers’ lived experiences and their leadership and

management styles during pandemic.

The first variable, the profile of the respondents, includes age, gender, years of teaching,

training attended, and highest educational attainment. Age is an essential factor to consider

because it can affect a teacher's experience in leadership management. Gender is also

significant because it can influence a teacher's leadership style and student interactions.

Years of teaching experience is an essential factor that can affect a teacher's leadership

management. The number of training teachers attended is also essential because it can

provide insight into different leadership styles and adapt one to improve their leadership

skills. Finally, the highest educational attainment is an essential factor that can affect a

teacher's level of leadership management expertise.

The second variable, the respondents' lived experiences and their leadership management

and styles during pandemic, is also significant. This variable is important because it provides

insight into the teachers' unique lived-experiences of their leadership and management

styles. By examining this variable, the researcher can better understand the teachers’

leadership management and styles.

Finally, the implications derived from the findings are also an essential aspect of the

conceptual framework. The implications will provide insight into the potential outcome of the

study's findings on the impact of post-pandemic leadership management and styles among

Key Stage 1 teachers in the Schools Division of Ozamiz City. This framework aspect

highlights the importance of the study's findings for educational policy and practice.

Overall, the conceptual framework of this study incorporates critical variables that can

provide insight into the impact of post-pandemic leadership management and styles among

Key Stage 1 teachers in the Schools Division of Ozamiz City. By examining the relationship

between post-pandemic leadership management and styles, uncertainty, and teachers’ lived

experiences, this conceptual framework provides a comprehensive understanding of the

challenges and opportunities facing Key Stage 1 teachers in Ozamiz City. The findings of

this study can promote policy decisions, leadership development initiatives, and professional

learning programs aimed at enhancing effective leadership management and styles in a

post-pandemic world, as shown in Figure 1.

Independent Valuable Dependent Valuable

Teachers’ lived
experiences
 Teachers’ Demographic
Profile:

1. age
2. sex
3. years of teaching,
4. training attended
5. highest educational
attainment

Impacts

Figure 1. Conceptual Framework of the Study

Statement of the Problem

This study aimed to explore the impact of post-pandemic leadership management and styles

on Key Stage 1 teachers in the Schools Division of Ozamiz City.

This study sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. age;

1.2. sex;

1.3. years of teaching;

1.4. training attended; and

1.5 highest educational attainment?

2. What are the common leadership management and styles evident within the

Schools Division of Ozamiz City during post-pandemic?

3. How do Key Stage 1 teachers still be effective in their leadership management and

styles despite uncertainty?

 4. What are the perceived challenges and opportunities associated with post-

pandemic leadership management for Key Stage 1 teachers in Ozamiz City?

5. How do the experiences and perceptions of Key Stage 1 teachers regarding post-

pandemic leadership management vary based on demographic factors such as age,

sex, years of teaching, training attended, and advanced educational attainment?

By addressing the questions above, this study aims to provide valuable insights into the

dynamics of leadership management and its impact on Key Stage 1 teachers in Ozamiz City

post-pandemic. This study can promote policy decisions, leadership development initiatives,

and professional learning programs aimed at enhancing effective leadership management

and styles in a post-pandemic world.

III. Research Methodology

This chapter imparts the research methodology. It comprises research design, sample

participants, research instrument and data gathering procedure.

Research Design

Descriptive research design is a type of research design that aims to systematically obtain

information to describe a phenomenon, situation, or population. More specifically, it helps to

answer the what, when, where, and how questions regarding the research problem rather

than the why (Voxco, 2021).

In this study, the population of interest is the Key Stage 1 teachers in public schools of

Ozamiz City Division. The study aims to explore the impact of post-pandemic leadership

management and style and draw implications based on the findings. This study will utilize a

descriptive research design. Descriptive research aims to describe the characteristics of a

population or phenomenon being studied without actively altering or regulating variables. In

this case, it will describe the post-pandemic leadership management styles and their impact

on Key Stage 1 teachers in Ozamiz City. Descriptive research design is a powerful tool used

by scientists and researchers to gather information about a particular group or phenomenon.

This type of research provides a detailed and accurate picture of the characteristics and

behaviors of a particular population or subject (Sirisilla, 2023).

In this study, the survey questionnaire that will be used to gather data from the respondents,

and the responses will be analyzed using statistical tools to determine the data's frequency,

averages, and patterns.

The descriptive-survey research design is an appropriate choice for this study as it will allow

the researcher to collect and analyze data on a large scale, thereby increasing the

generalizability of the findings.

The design will also allow the collection of quantitative data, essential in determining the

data's frequency, averages, and patterns. Moreover, using a survey questionnaire will enable

the researcher to gather data on the profile of the respondents, their lived-experiences, and

the leadership management and styles of Key Stage 1 teachers during pandemic, and how it

impacts the post-pandemic leadership management and styles on Key Stage 1 teachers,

and the implications of the findings in a standardized and systematic manner. Overall, the

descriptive-survey research design is an appropriate method to achieve the research

objectives of this study.

Sample Participants

Participants of the study will be the Key Stage 1 teachers of District 6 in the Schools Division

Office of Ozamiz City This study will use the non-probability sampling technique; non-

probability sampling is a method of selecting units from a population using a subjective (i.e.
non-random) method (Canada, 2018). All the participants are purposively chosen in the

sample size that accurately represents the population.

By selecting teachers from District 6 in the Schools Division of Ozamiz City, the study aims

to gather a representative sample of teachers from various schools within the district. All

teacher-respondents will voluntarily participate in this study. This was because the

researcher had already determined the characteristics of the teacher-respondents needed to

complete the study.

Research Instrument

The researcher will utilize a single research instrument to collect data for the study. The

questionnaire comprises four sections. The initial section comprises a demographic profile

encompassing age, sex, years of teaching, trainings attended and, highest educational

attainment. The second section has four questions aimed at assessing Teachers’ lived

experiences and Teachers’ Leadership Management and Styles during pandemic.

Data Gathering Procedure

This research focuses on exploring the impact of post-pandemic leadership management

and style on Key Stage 1 teachers in the Schools Division of Ozamiz City. The researcher

will send a letter to the Schools Division Superintendent's office asking permission to

conduct the study.

If permitted, the researcher will forward a furnish copy of the letter to the Public Schools

District Supervisors, the School Head, and to the school's Key Stage 1 teachers. The survey

will be conducted during the vacant time of the teacher-respondents for three months.

During the data gathering, the researcher will show the signed letter from the supervisor and

school head to the teacher respondents. The researcher will then distribute the informed

consent with confidentiality clause. The responses will be collected from the teacher-
respondents, tabulated, correlated, and analyzed using the appropriate statistical treatment.

Lastly, the researcher will interpret the results and produce the desired output.

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