This qualitative phenomenological study explored the lived experiences of school heads managing clustered multigrade schools in geographically isolated and resource-limited areas within the Division of Dinagat Islands. Anchored in constructivist ontology and guided by Giorgi’s descriptive phenomenological method, the study involved eight purposively selected school heads who participated in semi-structured, in-depth interviews. Analysis revealed seven major themes: emotional distress and personal sacrifices coping up with resilience; deep commitment and values-driven attitude amid complex tasks; effective strategies and adaptability in response to adversity; struggles in giving timely technical assistance and instructional supervision; resistance with dedication from isolation, distance, and burnout; strong relational foundation and enduring strength found in community; and meaningful connection to one’s role in making a difference. Findings indicated that despite emotional and logistical challenges, school heads demonstrated resilience, adaptability, and a strong service orientation, employing strategic leadership practices and community engagement to sustain school operations. The results underscore the need for enhanced systemic support, tailored professional development, and policy reforms recognizing the unique realities of clustered multigrade leadership.
Losa et al. (Mon,) studied this question.
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