Lived Experiences of School Heads in Disadvantaged Areas in Masbate, Philippines

Abstract

The study explores the lived experiences of school heads managing schools in disadvantaged areas of Masbate, Philippines, focusing on their roles as administrative managers and instructional leaders. Using qualitative narrative inquiry research design, the research examines the experiences, challenges, and existing phenomena these leaders experience in their unique contexts to come up with a proposed policy to support school 
heads in disadvantaged areas. 
Findings revealed school heads being an administrative manager have faced unique experiences along financial management, physical resource management and human resource management highlighting the most of limited resources with the help of stakeholders, collaboration and resourcefulness to maintain and improve school facilities and building a culture of teamwork, dedication and resilience among teachers. As an 
instructional leader, school heads experience facilitating teacher’s professional growth and development and the fulfillment in student’s success and overcoming adversity.  However, significant challenges could be attributed to geographical location and socio-economic status of the community. School heads being an administrative manager in disadvantaged areas experience challenges on financial management specifically, not enough budget for school need, in physical resources management, it deals with inadequate and deteriorating school infrastructure, and in human resource management, it focuses on short-term teacher retention.  Being an instructional leader, school heads experience challenge on having limited educational resources and inadequate professional development.  Two key phenomena emerged in the conduct of the study such as, resiliency of the school heads being an administrative manager, and their collaborative being an instructional leader. Despite limited resources, school heads demonstrate resilience by 
making out the most of community support and employing innovative solutions to address challenges. 
The study concludes that while school heads face numerous obstacles, their ability to adapt and lead effectively contributes significantly to improving educational outcomes. To support these school heads, the study recommends enhanced resource allocation for infrastructure development, increased Maintenance and Other Operating Expenses (MOOE) funding, targeted professional development programs suited to their unique 
challenges, and stronger community partnerships. Finally, these recommendations are policy guidelines crafted in Enhancing the Educational Opportunities in Disadvantaged Areas.