Lived Experiences of School Heads in Navigating Disruptive Events: A Phenomenological Study

Abstract

School heads take the responsibility of ensuring that schools remain proactive amid disruptive events, to ensure the welfare of the academic community and the continuity of instruction. This study explored the school heads’ experiences in navigating disruptive events. It was conducted in the Division of Oroquieta City, during School Year 2025-2026. The phenomenological research design was used in the study, with twelve school heads as participants selected through purposive sampling. An Interview Guide was used in gathering the data that were analyzed using van Manen’s method of data analysis. The study yielded the following themes: experiencing school spaces as sites of vulnerability, safety, and adaptive transformation during disruptions; embodying leadership through physical exhaustion, emotional strain, and emerging resilience; reconstructing leadership through reflection and preparedness; strengthening collaborative relationships and shared responsibility in times of crisis, and; utilizing technology and resources as essential tools for continuity and crisis response. School heads face varied, challenging experiences when confronted with crisis in the school setting; however, they prove themselves capable of responding proactively with the support received from those inside and outside the school communities. It is recommended for academic authorities to develop comprehensive disaster preparedness program so that school heads and other stakeholders can demonstrate resilience when faced with crisis situations.