ABSTRACT
This study explored the leadership practices of newly promoted school heads in island schools in the 5th Congressional District of Iloilo as a basis for developing a contextualized induction program for School Year 2025–2026. Employing a phenomenological qualitative design, the study gathered data through in-depth interviews with ten school heads and analyzed the responses using thematic analysis. The findings showed that school heads emphasized promoting instructional leadership, establishing a clear vision, fostering shared collaboration, and empowering teachers. However, they encountered challenges such as financial and resources constraints, geographic isolation, and unstable internet connectivity. To address these difficulties, they employed coping strategies including engaging in adaptive planning, maximizing available resources, providing professional growth opportunities, and strengthening community linkages. The study recommends the development of practical induction programs that promote adaptive, collaborative, and resilient leadership to support effective school management and improve the quality of instruction.
Keywords: Leadership Practices, Newly Promoted School Head, Island Schools, Input, Induction Program
INTRODUCTION
Leadership practices of school heads usually depend on the location and situation where they are assigned as school leaders.
Leadership within educational institutions fundamentally shapes school performance, teacher engagement, and learner success. School heads—often principals or head teachers—are entrusted not only with administrative duties but also with instructional and community leadership, especially in geographically isolated or island contexts where unique challenges demand adaptive and contextualized leadership practices (Silam et al., 2021).
In island schools, often characterized by limited resources, logistical constraints, and close-knit communities, leadership practices are shaped by both competency requirements and contextual demands. A qualitative study of an island school in Sabah, Malaysia, emphasizes that effective leadership hinges on a school principal’s competencies in knowledge, skills, and behavior to manage teaching, school operations, and changing educational demands. These competencies enable head teachers to plan systematically, respond to dynamic conditions, and sustain school performance despite environmental constraints (Silam et al., 2021).
Similarly, research among school principals in Tablas Island, Philippines, during the COVID-19 pandemic identified an adaptive leadership model emerging from real practices. This model highlights key practices such as stakeholder involvement, resource management, health and curriculum adaptation, quality teaching oversight, and teacher support.
The study underscores that principal in island settings must often integrate health protocols and contextualized curriculum review alongside traditional leadership functions, reflecting a blend of adaptive, collaborative, and instructional leadership in response to crisis and isolation (Famero, 2024).
Another dimension found in island or archipelagic school contexts examines situational leadership, where school heads adjust their leadership style based on teacher readiness, community needs, and the available human resources. This approach—diagnostic, adaptive, and professionally strengthening—creates a reflective leadership cycle that fosters collaboration and teacher professional growth even under constraints typical of island communities (Usman & Afaidi, 2025).
In the Philippine archipelago, specific studies conducted in island provinces (e.g., Bohol Island) also indicate that school heads’ leadership styles significantly influence teacher effectiveness and instructional outcomes, linking leadership practices with improved teaching accomplishment despite geographical isolation (Olasiman & Torreon, 2024).
Collectively, these recent studies illustrate that leadership practices in island schools extend beyond administrative functions to encompass adaptive, contextualized, instructional, and community-oriented leadership. The literature suggests that school heads in such settings must balance strategic planning, stakeholder engagement, teacher support, and adaptive decision-making to foster resilient and high-performing school environments (Silam et al., 2021).
In the 5th Congressional District of Iloilo, school heads who are assigned in the island school have unique leadership practices. Some of these leadership practices might be different from other school heads and sometimes these leadership practices don’t work or effective for the teachers, which could be a good input for coming up with an induction program for newly promoted school leaders.
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