ReTranS Leadership: A Qualitative Case Study on Post-Pandemic School Leadership Practices in Bulacan

Abstract

The post-pandemic era has significantly impacted educational environments, demanding adaptive leadership from school administrators. This study aimed to investigate school administrators’ leadership approaches in the Division of Bulacan, with the objective of developing a reframed leadership framework for this context. A qualitative exploratory case study design was employed, gathering data through interviews with 10 secondary school administrators, 10 faculty presidents, 10 student government presidents, 3 Municipal Mayors, and 1 Educational District Chairman. Key findings indicate that administrators exhibited responsive, transformative, and strategic leadership, despite struggles with new norms and systemic challenges. They successfully fostered resilience and inclusive practices, often supported by Local Government Units, though resource limitations were noted. The research culminated in "The Post–Pandemic Leadership Framework – ReTranS (Responsive, Transformative and Strategic) Leadership for Navigating and Bridging Problematic Educational Environments." This framework is recommended to guide school administrators in effectively navigating future crises and educational transitions.

Keywords: Reframed Leadership, Post–Pandemic Leadership, Leadership Challenges, School Condition