School Heads on the Move: A Multiple Case Study of the Lived Experiences, Challenges, and Adaptation Strategies of School Heads Under the Three-Year Station Transfer Policy
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Abstract
Background and Aim: School leadership transitions can present challenges for organizational continuity and instructional leadership. However, school heads’ experiences of policy-driven reassignment remain underexplored in the Philippines. This study explored the challenges and adaptation strategies of school heads in South Cotabato, Philippines, who underwent station transfers under the Department of Education’s three-year transfer policy.
Materials and Methods: A qualitative multiple-case study involved three purposively selected school heads who had experienced at least one station transfer within the preceding three years and completed at least one academic year in their new assignments. Data were collected through in-depth interviews and analyzed using Braun and Clarke’s thematic analysis, with cross-case comparison to identify shared and case-specific experiences.
Results: Participants described challenges in adapting to unfamiliar school cultures, establishing relationships, addressing resistance, sustaining existing programs, managing workloads, and understanding school operations. Their adaptation strategies included maintaining program continuity, adjusting leadership approaches to local contexts, building trust, strengthening staff morale, and engaging stakeholders in decision-making. Cross-case analysis identified common transition concerns alongside differences in participants’ experiences and implementation of adaptation strategies.
Conclusion: The findings suggest that communication, relationship-building, contextual responsiveness, and inclusive decision-making are central to school heads’ adaptation during reassignment. These exploratory insights can inform transition support and succession planning within the Department of Education. However, the three-case scope and reliance on participants’ accounts limit transferability and do not establish effects on school performance or student outcomes.
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