Philippine E-Journals

Between Chalk and Crossfire: Narratives of School Heads in Armed-Conflict Schools

Elmer R. Verallo | Adrian Protacio

Discipline: Politics

 

Abstract:

Educational leadership in armed-conflict settings is marked by persistent insecurity, disrupted schooling, and heightened risks to learners and educators. While prior studies have documented institutional responses to conflict, limited research has explored the lived experiences of school heads who lead under continuous threat. This study aimed to examine and interpret the experiences of public-school heads assigned to conflict areas in Palimbang, Sultan Kudarat, Philippines. Guided by van Manen’s LifeWorld Existential Theory, a hermeneutic phenomenology was employed. Data were collected through in-depth, semi-structured interviews with five purposively selected school heads who had served in conflict-affected schools for at least two consecutive years. Braun and Clarke’s thematic analysis was used to interpret the data. Fifteen emergent themes highlighted leadership amid danger, crisis-driven decision-making, emotional and physical strain, reliance on community collaboration, resilience rooted in purpose, and aspirations for peace and transformation. Findings indicate that school heads perform roles beyond administration, serving as protectors, crisis managers, and emotional anchors for their communities. Despite prolonged exposure to fear, trauma, and resource constraints, participants maintained educational continuity through adaptive leadership, moral commitment, and strong community partnerships. The study underscores that leadership in armed-conflict zones is shaped by lived experiences of risk, responsibility, and meaning-making. Explicit implications for policy and practice include designing traumainformed leadership frameworks, establishing psychosocial support programs for school heads, integrating conflict-sensitive strategies into school management, and formulating context-sensitive educational policies that enhance safety, resilience, and the effectiveness of leadership in conflictaffected schools. These measures can guide policymakers, educational administrators, and training programs to support better school leaders operating under continuous threat.