SCHOOL ADMINISTRATOR’S LIVED EXPERIENCES ON CRISIS MANAGEMENT: A QUALITATIVE ANALYSIS OF CHALLENGES AND TRIUMPHS

JIEZEL MAE E. TONOG

Abstract


This phenomenological study explored the lived experiences of school administrators in managing various crises within basic education institutions. Drawing from individual interviews, the analysis revealed multiple crisis situations encountered such as earthquakes, flooding, pandemic disruptions, overcrowding, learner absenteeism, conflicts, academic challenges, and cultural or religious misunderstandings. Findings showed that school leaders consistently prioritized learner safety and immediate communication, followed by coordination with local government units and external agencies to secure resources and ensure school continuity during emergencies. The study identified three major themes. The first, Navigating Crises Amid Challenges and Responsibilities, highlighted administrators’ immediate responses and management of diverse crisis situations. The second, Lessons and Leadership Growth from the Lived Experience, emphasized personal and professional development, including adaptability, empathy, inclusivity, and collaborative decision-making shaped by crisis experiences. The third, Strengthening Crisis Preparedness through Reflection and Collaboration, demonstrated intentions to retain and improve strategies for future crises, including implementing safety protocols, training and drills, stakeholder consultation, and proactive communication. These findings illustrate that crisis management in schools is both operational and transformative, requiring strategic, collaborative, and empathetic leadership to ensure learner welfare, school safety, and continuity of education. The study underscores the importance of reflective practices and institutional resilience in educational leadership during emergencies.

Keywords


Crisis Management, School Administrators, Phenomenology, Emergency Leadership, Crisis Preparedness, Educational Leadership, Basic Education, Lived Experiences, Collaborative Leadership, Institutional Resilience

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i3.291

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