LEADERSHIP STYLES OF ELEMENTARY SCHOOL HEADS DURING THE POST-PANDEMIC ERA FROM THE LENSES OF THE SEASONED TEACHERS
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Abstract
This qualitative phenomenological study explored the leadership styles of elementary school heads in the post-pandemic era as perceived by seasoned teachers in private Catholic schools in the Philippines. Using purposive sampling, seven seasoned teachers with ten or more years of teaching experience participated in in-depth online interviews conducted from June to August 2025. Data was collected using a semi-structured interview protocol and analyzed through a hybrid thematic approach grounded in Colaizzi’s phenomenological method. Four major themes emerged from the analysis: (1) Transformational leadership, characterized by vision-setting, motivation, and support for teacher and learner growth; (2) Democratic leadership, reflected in participatory decision-making and collaborative problem-solving; (3) Technological leadership, highlighting the school heads’ integration of digital tools for communication, instruction, and administrative management; and (4) Adaptive and resilient leadership, manifested in flexible responses to evolving educational challenges and efforts to sustain organizational stability after the pandemic. Findings demonstrate that school leaders’ use of varied leadership styles contributed to a more supportive, communicative, and responsive school environment during the transition to post-pandemic education. These insights underscore the importance of leadership practices that integrate collaboration, technological competence, and contextual adaptability in elementary school settings. Future research may examine the long-term impact of these leadership approaches on teacher well-being, instructional quality, and student outcomes.
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