Exploring the lived experiences of school heads in supporting the Implementation of re-entry plan

This qualitative study employed a phenomenological research design to explore the lived experiences of school heads in supporting the implementation of re-entry plan. Guided by the research questions on their experiences, coping strategies, and insights, the study involved 10 school heads from the Kapalong West District, Davao del Norte, selected through purposive sampling. Data were collected primarily through face-to-face in-depth interviews, then transcribed, translated, and analyzed using thematic analysis. Results of the study revealed that the experiences of school heads in supporting the implementation of the re-entry plan revolve around ensuring coordination for re-entry, maintaining clear communication, collaborating closely with stakeholders and staff, and empowering teachers to actively participate in school re-entry initiatives. In carrying out these responsibilities, school heads cope with challenges by applying varied leadership styles, leveraging community and financial resources, prioritizing staff and student well-being, practicing adaptive and shared leadership, and strengthening institutional preparedness. These experiences demonstrate that effective re-entry implementation requires both strategic management and relational leadership anchored in collaboration, flexibility, and resilience. The insights drawn from their experiences highlight the importance of inclusive strategic planning, continuous evaluation, adaptive and resilient leadership, sustained teacher empowerment, and systematic monitoring and evaluation to ensure long-term school improvement and effective re-entry practices. The findings suggest that effective re-entry implementation requires adaptive leadership, inclusive planning, teacher empowerment, systematic monitoring, strategic resource management, and strong stakeholder collaboration, while future research should broaden perspectives, explore technology and policy roles, and examine long-term outcomes to support sustainable school improvement.