ABSTRACT
This study was implemented to identify the leadership experiences and challenges of school heads in upland schools, as a basis for a training program within the academic year 2025-2026. The study used a phenomenological research design under a qualitative method. Ten (10) selected school heads assigned to the upland schools participated in this research. The method used was descriptive, with in-depth interviews. The researcher used a qualitative research approach and phenomenological design. Thematic analysis was employed to identify common themes and patterns in the responses. Based on the results of the study, the leadership experiences of school heads in upland schools included multitasking, limited learning resources, and technical assistance. However, the challenges encountered were poor basic facilities, risky travel conditions, and weak internet connectivity. Meanwhile, the coping strategies employed were the production of contextualized learning materials, collaboration with stakeholders, and time and work management. The study's output is a training program based on its findings.
Keywords: Leadership Experiences, School Heads, Upland Schools, Training Program
INTRODUCTION
Accepting a leadership position is a decision that requires thoughtful reflection and careful discernment. Although the authority, privileges, and benefits associated with such a role may appear attractive, the weight of its responsibilities often compels one to pause and evaluate whether they are truly the most qualified individual to assume the role of leader.
The transition from instructing in the classroom to leading from an office is becoming increasingly difficult as accountability measures demand more from school leaders (Brown, 2021). Novice school leaders often encounter challenges that were not fully anticipated during their pre-service preparation. In upland contexts, school heads are frequently expected to embody almost superhero-like qualities, and, according to Brill (2023), "Burst out of the cloistered phone booth of an administrative credentialing program, take to the air, and effectively meet the needs of all teachers, students, and parents." Additionally, the challenges current novice administrators face may differ significantly from those faced by their predecessors, who may have been novices several years or decades earlier (Oleszewski, 2022).
Upland school heads face more than task-related problems—their challenges are broader and more complex. Northfield (2023) describes how new leaders must sometimes overcome perceptions of leadership established by the previous administration. New school heads must earn credibility in schools where others already hold power. Negative views of administration often make this even more difficult.
Comparing novice and veteran school heads across settings reveals clear differences in leadership experiences and challenges. Jagt et al. (2021), for instance, found no association between the rank order of perceived experiences and challenges among upland school heads in elementary and secondary schools.
On the other hand, school heads, teachers, and parents can work together to provide learners in the school with a solid foundation that they can carry with them and build on for the rest of their lives, helping them build careers (Wilfong, 2020).
Upland school heads have always secured respect from society. To ensure a comfortable lifestyle, people help them gain a better reputation and satisfaction. It helps build a better reputation and increases the chances of climbing the career ladder more easily and faster, leading to a more stable life (Boerema, 2021).
On the other hand, researchers believed that upland school heads face gaps in mentorship, structured induction, specific leadership skills, and structured induction, leading to overwhelm with administrative tasks, staff supervision, financial management, and personal development.
The researcher's concern is that this study should be explored. The leadership experiences and challenges encountered by school heads in upland schools serve as the basis for the training program in the 4th Congressional District of Iloilo during the school year 2025-2026.
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