Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 2 (2024)

Management Competence of School Heads in the Age of Industrial Revolution 4.0: A Phenomenology

Cherish Nymph Celestino

Discipline: Education

 

Abstract:

The purpose of this study is to provide findings that would assist educators in better understanding the role of school administrators and how working together to meet Industry 4.0 demands can enhance their practice. Additionally, the findings should help educational institutions stay informed of these latest advancements and create innovative, adaptable strategies to enhance teaching and learning. The Fourth Industrial Revolution has sparked an impressive wave of technological advancements, significantly reshaping the educational landscape. This qualitative phenomenological study delves into the experiences, coping strategies, and insights of ten public school heads from secondary schools in the Lupon West and Banay-Banay District Division of Davao Oriental. Purposive sampling was employed to select participants for this study, and the data generated from the in- depth interviews were analyzed using thematic analysis. Participants' experiences unveiled four major themes: utilizing the new technology, equipping teachers with modern technology, leading to learn the new system, and struggling with technology integration in Education. Amidst their challenges, three coping strategies emerged: embracing change positively, advocating digitalization in education, and fostering collaboration with stakeholders. In insights, three themes emerged, offering valuable lessons for school heads: promoting digital literacy, tailoring teaching methods to the digital era, and nurturing a resilient culture. The study underscores the significance of visionary leadership and strategic planning among school leaders, facilitating a smooth transition into the digital age. Additionally, it highlights school leaders' pivotal role as guides, mentors, and catalysts for change, fostering an environment where teachers feel empowered to experiment and take risks. This research significantly impacts educational policy and practice. With increasing recognition among teachers of technology's transformative potential in the classroom, school leaders must utilize their management skills to ensure teachers are prepared to meet the evolving needs of modern education.



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