📄 Abstract
Leadership strategies in educational reform are intended to support teachers in adapting to changes, but they often fail to address the challenges teachers face, leading to resistance, misalignment with their needs, and inconsistent implementation of reforms. This study explored the challenges teachers encounter in response to leadership strategies for implementing educational reform, along with their coping strategies and insights, in the East 2 District, Division of Cagayan de Oro City, using a phenomenological approach with in-depth interviews. The findings revealed that teachers face challenges such as inadequate support, limited resources, ineffective communication, unclear direction, leadership dynamics, and the need to manage student diversity. In response, teachers adapt their teaching practices, collaborate with peers, and engage in self-reflection. Teachers emphasize the need for collaborative leadership, ongoing support, regular communication, and aligning leadership strategies with their needs to ensure successful reforms. These findings suggest that addressing teachers' challenges through targeted leadership strategies, collaboration, and continuous support can significantly enhance the effectiveness and sustainability of educational reforms. Finally, future studies could explore a broader range of educational settings and incorporate additional theoretical frameworks to provide a more comprehensive understanding of leadership strategies in educational reform.
🏷️ Keywords
📚 How to Cite:
Algene Grace A. Badajos, Loyd Kevin C. Martizano, Jose Marie E. Ocdenaria PhD , VOICES FROM THE FIELD: TEACHERS' PERSPECTIVES ON LEADERSHIP STRATEGIES IN EDUCATIONAL REFORM , Volume 11 , Issue 5, may 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra21632