Opportunities from Unprecedented Challenges: The Lived Experience of School Leaders from COVID-19 Pandemic to Post-Pandemic Period
DOI:
https://doi.org/10.58780/rsurj.v6i2.207Keywords:
lived experiences, school leaders, COVID-19 pandemic, post-pandemic periodAbstract
This study delves into the lived experiences of school leaders from the COVID-19 or Coronavirus Disease pandemic to the post-pandemic period, aiming to identify, explain, and interpret their journey through this unprecedented period. The study was operationalized using the Interpretative Phenomenological Analysis (IPA) research design to address the objectives alongside the Thematic and Hermeneutical Analyses in data analysis and interpretation. The study illuminates the school leaders’ experiences, their explanations of those experiences, and their interpretation through a grand theme. It concludes that there are opportunities from unprecedented challenges for pursuing education, implying a positive perspective that unprecedented challenges are surmountable. Thus, school leaders should become driven to maintain the continuity of education amidst inevitable challenges in the future. Moving forward, this insight suggests research directions, including longitudinal studies of school leaders’ cross-cultural comparisons to identify cultural influences on crisis management and mixed-methods approaches for a deeper understanding of crisis response strategies. Furthermore, evaluating the impact of technological interventions, leadership development programs, stakeholder engagement strategies, and education policies for crisis management are recommended areas for future research.
References
Aberle, N., & Hoekstra, M. M. (2020). Resilience based crisis management in public educational institutions at the time of global pandemic of COVID-19: The Implication for Ensuring SDG 4. Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18454
Bello, J., Concon, L., Polache, M. C. C., Ayaton, M. J., Manlicayan, R., Campomanes, J., & Saro, J. (2023). Contextualized and localized science teaching and learning materials and its characteristics to improve Students' learning performance. Psychology and Education: A Multidisciplinary Journal, 7(1), 77-84. https://doi.org/10.5281/zenodo.7607686
Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Caño, S. A., Lamela, R., & Alcantara, J. M. (2023). School leaders’ ethnographic reflections: Lessons for bridging through the post-pandemic era. International Journal of Multidisciplinary: Applied Business and Education Research, 4(10), 3622-3631. https://doi.org/10.11594/ijmber.04.10.17
Carswell, A. T., O’Leary, T. J., Swinton, P., Jackson, S., Tang, J. C. Y., Oliver, S. J., Izard, R. M., Walsh, N. P., Fraser, W. D., & Greeves, J. P. (2023). Vitamin D metabolites are associated with musculoskeletal injury in young adults: A prospective cohort study. Journal of Bone and Mineral Research, 38(10), 1453–1464. https://doi.org/10.1002/jbmr.4890
Chatzipanagiotou, P., & Katsarou, E. (2023). Crisis management, school leadership in disruptive times and the recovery of schools in the post COVID-19 era: A systematic literature review. Education Sciences, 13(2), 118. https://doi.org/10.3390/educsci13020118
Corpuz, J. C. G. (2021). Adapting to the culture of “new normal”: An emerging 284 response to COVID-19. Journal of Public Health, 43(2). 285 https://doi.org/10.1093/pubmed/fdab057
Department of Education (DepEd). (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in the light of the COVID-19 public health emergency (DO 012, 2020 _ Retrieved from https://deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-adoption-of-the-basic-education-learning
Estrellado, C. (2021). Transition to post-pandemic education in the Philippines: Unfolding insights. International Journal of Scientific and Research Publications (IJSRP), 11(12), 507–513. https://doi.org/10.29322/ijsrp.11.12.2021.p12074
Francisco, C.D. & Nuqui, A.V. (2020). emergence of a situational leadership during Covid-19 pandemic called new normal leadership. International Journal of Academic Multidisciplinary Research (IJAMR), 4(10). Retrieve from https://files.eric.ed.gov/fulltext/ED608560.pdf
Rani, R., Lata, P., Gorakhnath, I., Gupta, B. D., & Sanyal, P. (2022). Challenges in global education in post-COVID-19 era and its remedy. International Journal of Health Sciences, 6, 6146–6153. https://doi.org/10.53730/ijhs.v6ns4.9550
Šapale, S., Iliško, D., & Badjanova, J. (2021). Sustainable career guidance during the pandemic: Building pathways into a ‘new normal’. Discourse and communication for sustainable education, 12(1), 140-150. https://doi.org/10.2478/dcse-2021-0010
Smith, J. A., & Nizza, I. E. (2021). Essentials of Interpretative Phenomenological Analysis. American Psychological Association.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. https://doi.org/10.54676/jjnk6989
World Health Organization (WHO). (2020, March 11). WHO director-general’s opening remarks at the media briefing on COVID-19 - 11 March 2020. World Health Organization. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
Zaman, S. (2023). Reconfiguring the new normal: Workplace spirituality, millennial employee engagement, and turnover intentions. In Enhancing Employee Engagement and Productivity in the Post-Pandemic Multigenerational Workforce (pp. 256-274). IGI Global. https://doi.org/10.4018/978-1-6684-9172-0.ch013
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Romblon State University Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
