A qualitative study on promoting supportive school environments from the lens of the school heads

Abstract

This phenomenological study aimed to explore and understand the lived experiences of school heads in promoting supportive school environments, including the coping strategies for the challenges encountered and insights that they can draw from their experiences. Ten school heads from one of the districts of Pantukan, Division of Davao de Oro, served as participants of the study and were chosen through purposive sampling by strictly following a set of inclusion criteria. In-depth interview is the method of collecting data, which underwent thematic analysis. Results revealed five major themes in their experiences namely: open communication; holistic students’ well-being; fairness and equality; challenges in providing facilities; and assessment of strength and weaknesses. In addition, in addressing the challenges, school heads employed various coping mechanisms that underscored their resilience and leadership capacity. Seven key themes were identified: conducting regular monitoring; being consistent with words and actions; learning about school culture; being transparent; developing systemic interventions; fostering strong collaboration; and conducting regular activities. Moreover, as to insights that school heads gained from their experiences, three themes emerged namely: fostering good relationship; giving support to teachers; and reaching out to the community. Through the school heads’ dual roles as administrative managers and instructional leaders, they rely on proactive planning, resource-aligned budgeting, smart delegation, and transparent, supportive leadership to maintain stability, manage restrictions, and mentor staff through disruptions. By sustaining open communication with teachers, parents, and stakeholders, they promote collaborative, safe, and inclusive environments where programs and students learning may thrive.