Transitions in School Leadership: Lived Experiences of NewlyTransferred DepEd School Heads

Authors

Nelia T. Lanzaderas

Abstract

Leadership transfer is a common practice within the Philippine Department of Education (DepEd), yet the transition experiences of newly-transferred school heads remain under-documented. This study explored the lived experiences of newly-transferred school heads during their first six months of assignment in the First Congressional District of Misamis Occidental. Using a qualitative phenomenological design, data were collected through in-depth semi-structured interviews and focus group discussions with purposively selected school heads. Data were analyzed using thematic analysis to surface shared meanings and patterns grounded in participants’ narratives. Findings revealed that newly-transferred school heads encountered challenges related to administrative discontinuity, infrastructure constraints, school size complexity, and teacher morale. To cope, they adopted adaptive problemsolving strategies, mobilized stakeholder support, practiced relational and modelling leadership, and utilized professional learning mechanisms such as Learning Action Cells. Participants identified financial support, psychosocial assistance, and supportive supervision as critical during the transition period. The study highlights that leadership transition is a multifaceted process encompassing technical, relational, and emotional dimensions. While DepEd has established leadership development and support structures, findings suggest the need for strengthened implementation, contextual responsiveness, and supportive monitoring to better address transition realities. Grounding leadership support programs in lived experiences can enhance school head effectiveness and contribute to sustainable school leadership development.

Keywords

school leadership transition, newly-transferred school heads, leadership support systems, qualitative phenomenology, Department of Education