PUBLIC SCHOOL LEADERS’ LIVED EXPERIENCES ON 21ST CENTURY LEADERSHIP: A PHENOMENOLOGICAL STUDY

Abstract

The twenty-first century has brought about new innovations and challenges in the field of education. The major goal of this study is to investigate the experiences, problems, coping techniques, and insights of Pantukan South District public-school educational leaders leading in the twenty-first century. It employs the qualitative phenomenological research method and relies on in-depth interviews to collect data. Six educational leaders from Pantukan South District were chosen as research participants using a purposive sample technique. This study indicated that educational administrators confront numerous obstacles in dealing with their staff, fiscal matters, stakeholders, and learners. They were shown, however, developing coping mechanisms to alleviate their predicament. This study also emphasized the hard effort and strong commitment of public-school educational leaders to their jobs. As a result, it was found that, despite all of the obstacles that educational leaders in the twenty-first century face, they can always find ways to cope and adapt. As a recommendation, educational leaders should continue to improve themselves, both personally and professionally, by attending trainings and seminars with the assistance of the department of education. The findings of this study would serve as a springboard for future research into the experiences of other school administrators, instructors, and students who had also witnessed changes in 21st-century education. KEYWORDS: Twenty-first century education, public school administrators, Phenomenology