ABSTRACT
This study examined the work-life balance, collaborative leadership, and crisis management skills of elementary school heads in the Schools Division of Iloilo, particularly in the First Congressional District, as bases for a proposed district-wide training program. Using a descriptive-correlational research design, data were collected from 111 school heads through a validated survey instrument. Statistical tools such as mean, standard deviation, chi-square test, and Spearman rho were utilized for data analysis. Results showed a high level of work-life balance (M = 4.36) and very high levels of collaborative leadership (M = 4.82) and crisis management skills (M = 4.67). No significant differences were found across demographic variables, indicating consistent competencies among school heads. However, “Enjoying Personal Life,” “Encouraging Collaboration,” and “Preparing and Planning” along with “Making Decisions and Staying Flexible” were the lowest-rated facets. Significant positive relationships were found among the variables, with collaborative leadership strongly associated with crisis management (ρ = 0.86). Based on the findings, the “LEAD with BALANCE” training program was proposed to enhance leadership effectiveness through improved work-life balance and overall well-being. The study concludes that while school heads exhibit high to very high leadership competencies, strengthening specific facets of personal well-being—particularly in managing personal life and maintaining balance—can further improve leadership effectiveness and organizational resilience.
Keywords: work-life balance, collaborative leadership, crisis management skills, school heads, training design
INTRODUCTION
Background of the Study
The role of school heads has evolved significantly, requiring leaders not only to manage administrative tasks but also to lead collaboratively, respond effectively to crises, and maintain personal well-being (Santos, 2019). Balancing operational demands with professional responsibilities while supporting teacher and learner development highlights the importance of work-life balance, collaborative leadership, and crisis management. In the Philippines, the Philippine Professional Standards for School Heads (PPSSH) under DepEd Order No. 24, s. 2020 emphasizes these competencies, guiding school heads to provide strategic leadership, manage resources efficiently, foster quality teaching and learning, support staff development, and build meaningful stakeholder relationships (Department of Education, 2020).
Despite their importance, gaps remain in these areas, particularly in time management and work-life balance, shared decision-making and stakeholder engagement, and preparedness, responsiveness, and decision-making during emergencies and disruptions. Many school heads struggle with work-life balance due to long hours and administrative burdens, which can lead to burnout and reduced effectiveness (Reyes & Cruz, 2020). Collaborative leadership, essential for teamwork, shared decision-making, and stakeholder engagement, is often underdeveloped because of limited formal training in mentoring, team-based problem-solving, and participatory leadership (Garcia, 2021). Similarly, crisis management skills are crucial for responding to emergencies such as natural disasters or school-based incidents, yet many school heads report insufficient scenario-based training, leaving them unprepared to maintain operations and safeguard learners and staff during high-pressure situations (Villanueva, 2020).
The Department of Education has introduced wellness and work-life balance initiatives, such as the DepEd Wellness Program – Oplan Kalusugan (DepEd Order No. 28, s. 2018), to support school leaders’ well-being (DepEd, 2018). While beneficial, these programs often address each area separately rather than integrating wellness, leadership, and crisis management into a cohesive framework. Recognizing the interconnected nature of these competencies, this study explores how work-life balance, collaborative leadership, and crisis management skills interact among public school heads. By identifying gaps and areas for improvement, the research aims to provide a basis for designing a targeted training program that enhances resilience, leadership effectiveness, and overall school performance, ensuring that school heads are better prepared to meet the complex demands of modern educational leadership (Santos, 2019; Reyes & Cruz, 2020; Department of Education, 2020).
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