Abstract :

Being novice principals is a transformative experience that entails effective leadership principles. Their ability to adapt to varied circumstances can yield excellent outcomes in the educational setting. This study explored the experiences of novice principals in strategic adaptation to the newly assigned schools. It utilized qualitative research design, particularly phenomenological approach. In-depth Interview was used to generate responses from the participants. There were ten novice principals involved in the study selected through purposive sampling.  Based on their experiences in strategic adaptation, there were six themes emerged: strong support and collaboration with stakeholders, building good social relations and open communication, teacher empowerment, difficulty in adjusting to deeply rooted culture, shortage of budget allocation, and constraints on implementation of instructional delivery and maintenance of physical facilities. On the other hand, their collaborative planning practices were captured in four dominant themes: conducting interactive dialogue and consultation through regular meetings, practicing transformational leadership style, empowering teachers and stakeholders, and developing strong sense of commitment and shared responsibility. However, they adopted coping mechanisms to address the challenges by establishing democratic and consultative work environment, identifying priority improvement area, instituting generation of financial resources, adopting clear scientific approach to problem solving, and lobbying support from DepEd authorities and multi-stakeholders. The findings have implications on stressing the need to promote or develop more the principals’ leadership dimensions: educational, people, and strategic leadership especially in dealing with instructional delivery, financial management, collaboration with stakeholders, and instituting planning in schools.

Keywords :

References :

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