📄 Abstract
This qualitative-phenomenological study aimed to explore and understand the lived experiences of school heads in managing the school facilities during in-person classes. This also elaborates on how these experiences empower them, as well as how they cope with the challenges, they encounter in managing the school facilities during the in-person classes. The study was conducted in 14 public schools in Sto. Tomas East district, Division of Davao del Norte and there were fourteen participants who participated in this study that were selected through purposive sampling technique. Of these participants, ten were school heads who underwent in-depth interviews, and the remaining four school heads underwent focus group discussion. The data gathered were analyzed through thematic analysis. Results revealed four major themes in their experiences: lacking and damaged school facilities, struggling with insufficient financial resources, promoting shared responsibility in facilities, and maintaining school facilities. To respond to the challenges encountered, participants revealed four coping mechanisms: building strong connections and partnerships, planning in managing the utilization of school facilities, caring for school facility everyone?s responsibility, and establishing open communication. Lastly, they have cited four insights that can contribute to managing the school facilities. These include copy best practices in managing school facilities, provision of training on facility management, allocation of budget for repair and maintenance of school facilities, and collaboration with stakeholders. These insights were drawn from the interview of the participants when asked what their key takeaways from all their experiences and challenges were encountered as a school head managing school facilities during the in-person classes.
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📚 How to Cite:
Jemark M. Caman, Celso G. Casamayor Jr , MANAGING SCHOOL FACILITIES DURING THE IN-PERSON CLASSES THROUGH THE LENS OF SCHOOL HEADS: A PHENOMENOLOGY , Volume 10 , Issue 7, july 2024, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra17703