Lived Experiences of Education Graduates with Leadership Positions
DOI:
https://doi.org/10.35877/454RI.eduline3525Keywords:
experiences, leadership, professional growth, school leaders, educational managementAbstract
School leaders play a critical role in shaping organizational culture and fostering a supportive environment for educators and students. The study delved into the lived experiences of education graduates with leadership positions during the second semester of the school year 2023-2024 in the public schools in one of the city divisions in Misamis Occidental. The study used a qualitative approach, and education graduates were chosen through purposive sampling. In-depth face-to-face interviews through a researcher-made interview guide were conducted. Data were analyzed using HyperResearch software following Moustakas's (1994) Data Analysis Framework. Results unveiled 12 themes: balancing personal, professional, and social responsibilities; implementing programs, policies, and activities; making effective decisions; personal, professional, and social motivations; dealing and adjusting with teachers, students, and school operations; witnessing teachers, students, and school activities succeed; exposure to diverse opportunities; deeper understanding of educational concepts; development of skills and abilities; development of effective leadership traits; personal fulfillment and gratification, and enhancement of teaching and learning process. School leaders navigate their experiences and foster development in education through strategic decision-making, adaptability, and a commitment to passion, driving transformative leadership that enhances personal, academic, and professional growth while fostering environments for success and recognition. Future researchers may consider exploring the strategies employed by school leaders to effectively manage the evolving demands, changes, and trends in 21st-century education.
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Serving the Needs of Leadership Roles Along the Leadership Continuum?. Journal of Research on Leadership Education, 18(2), 277-300. https://journals.sagepub.com/doi/abs/10.1177/19427751221076416
Earley, P., & Weindling, D. (2006). Consultant leadership—a new role for head teachers?. School Leadership and
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through social practice. International Journal of Leadership in Education, 25(4), 647-663. https://www.tandfonline.com/doi/abs/10.1080/13603124.2020.1811900
Goddard, B. K. (2020). Educational leadership and constructivism: facing the challenges presented in ESL
Programs: Education leaders’perceptions, roles and responsibilities (Doctoral dissertation, Trident University International). https://www.proquest.com/openview/e8820ddae00b37b6de619a766b895f7f/1?pq-origsite=gscholar&cbl=18750&diss=y
Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between
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Hannan, R., Lafferty, N., & Mannix McNamara, P. (2023). Leadership Opportunities in the School Setting: A
Scoping Study on Staff Perceptions. Societies, 13(5), 129. https://www.mdpi.com/2075-4698/13/5/129
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Published
2025-03-31
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Hibaya, R. B., Serohijos, C. J. S., Caballeda, V. A., Gacasan, A. A., & Baluyos, G. R. (2025). Lived Experiences of Education Graduates with Leadership Positions. EduLine: Journal of Education and Learning Innovation, 5(1), 30–53. https://doi.org/10.35877/454RI.eduline3525
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