Towards Developing Field Guide for School Heads Assigned in Disadvantaged Areas

Abstract

This descriptive-developmental research design aimed to develop field guide of school heads assigned in disadvantaged areas in the province of Masbate. Employing multi-stage sampling technique, sixty-five (65) school leaders responded to the validated interview guide, the results of which were coded, interpreted, and categorized into key struggles and support mechanisms. Thereafter, an initial survey questionnaire was then developed and administered by complete enumeration to sixty-five (65) school head-respondents. An adapted survey questionnaire including forty-eight (48) items was produced, yielding two (2) components which included key struggles and support mechanisms. Reveals on the study the significant struggles encountered by school heads assigned in disadvantaged areas, notably including technological barriers such as unreliable internet connection, insufficient digital infrastructure, and inadequate technological tools for teaching and administrative duties. These limitations considerably impeded the delivery of quality education and restricted the implementation of innovative and modern educational approaches. Resource scarcity, characterized by inadequate teaching materials, insufficient school infrastructure, and poor classroom conditions, further exacerbated the operational challenges faced by school heads, negatively impacting student performance and teacher effectiveness. Furthermore, the findings highlighted substantial logistical struggles, including transportation difficulties due to geographic isolation and environmental hazards, leading to frequent absenteeism among both students and staff. The study also underscored deficiencies in social networks, with limited professional interaction and inadequate community involvement, reducing opportunities for collaborative support and resource sharing.