buhay school heads ngayong pandemya: a qualitative study

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: [email protected]

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

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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”

Global Education & Social Sciences Journal Volume I, No. 1 (March 2021) 5 ______________________________________________________________________________________________

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.

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