ABSTRACT
This study examined the roles, implementation practices, challenges, and coping mechanisms of school heads in managing and governing public schools in the District of Jaro, Iloilo City during the School Year 2025–2026. A qualitative narrative research design was used. Data were gathered through in-depth interviews with nine (9) school heads and analyzed using thematic analysis. Findings showed that school heads perform key roles in instructional supervision, human resource management, financial administration, stakeholder engagement, and fostering positive school relationships. Governance practices were implemented through strategic planning, collaborative leadership, resource management, instructional supervision, and monitoring and evaluation. Despite challenges such as limited resources, heavy workloads, diverse learner needs, policy changes, and technological demands, school heads employed effective planning, communication, time management, delegation, and leadership development to manage their responsibilities. The study underscores the need for continuous support and capacity building to enhance the effectiveness of school governance.
Keywords: School Heads, Roles and Challenges of Managing and Governing Schools, Effective School Governance
INTRODUCTION
A school was a formal institution designed to provide systematic instruction, develop knowledge and skills, and shape learners into productive members of society. According to UNESCO (2021), schools served as the cornerstone of education systems, offering structured learning environments where students acquired not only academic competencies but also social, emotional, and ethical values essential for lifelong learning.
In the Philippine context, the Department of Education (DepEd, 2022) defined a school as a learning organization responsible for providing quality, equitable, and accessible basic education. Its core functions included curriculum implementation, learner support, and community partnership.
The Department of Education (DepEd), which governed the Philippine educational system, designated a school head to lead, manage, supervise, and ensure the delivery of accessible, relevant, and quality education.
A school head was the overall leader and manager of a school who ensured that the institution achieved its educational goals through effective administration, instructional leadership, and community engagement. According to the Department of Education (DepEd, 2022), the school head was responsible for managing school operations, supervising teachers and staff, and promoting quality, equitable, and inclusive learning outcomes within the framework of School-Based Management (SBM).
Hallinger (2020) defined the school head (often referred to as principal or head teacher) as an instructional leader who set the vision, provided direction, and supported teachers to improve teaching and learning.
Leading an institution strategically required a higher level of management. School leadership played a vital role in creating and fostering an environment where learners, teachers, and stakeholders felt safe, motivated, and engaged as they worked hand-in-hand to provide society with a better future. Within the Philippine context, the Department of Education (DepEd) recognized that effective school leadership was vital for improving teaching quality and learner achievement. According to the Department of Education (2020), school heads were not only administrative managers but also instructional leaders who promoted a shared vision, ensured teacher development, and created an environment conducive to learning.
This concept was reinforced in DepEd Order No. 24, s. 2020, which adopted the Philippine Professional Standards for School Heads (PPSSH) to enhance the competencies and professional growth of school leaders. Sebastian and Beatriz (2021) highlighted that DepEd school heads faced complex challenges in balancing instructional supervision and administrative functions.
As a result, this study was undertaken out of a personal and professional aspiration to become a school leader in the future. Understanding the roles, responsibilities, challenges, and best practices in school management and governance was essential for preparing myself to lead effectively.
By exploring how school heads implemented leadership functions, managed resources, engaged stakeholders, and addressed challenges, this study provided valuable insights that guided my development as a future school head.
It also allowed the researcher to reflect on the qualities, strategies, and decision-making processes necessary to foster an inclusive, efficient, and high-performing school environment.
Ultimately, this research served as both a learning experience and a roadmap for her journey toward educational leadership.
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