Ready or Not: The Experiences of Novice Academic Heads in School Leadership

Abstract

The decision to accept a leadership role will always require reflection and discernment. The power, authority, privileges, and benefits attached to it are enticing, but the duties and responsibilities make a person step back and think about it. When no one else is qualified to lead, tenure and performance become the bases of appointment. Despite lacking the required credentials, particularly educational qualifications, one receives the promotion as academic head because he/she is the most senior among the teachers. This study aims to explore and find out the experiences of novice academic heads in leading and managing their teachers. It identified the challenges and struggles, including their learning experiences and realizations as new academic heads. Using the phenomenological method, seven new learning area heads (less than two years of experience) from a private sectarian school in the National Capital Region, Philippines were observed for six months and interviewed separately. The study found out that the novice academic heads considered paperwork, culture, processes and procedures, expectations of superiors, and supervision of teacher as primary challenges. To handle these challenges, they regularly consulted their supervisors and their former academic leaders mentored some of them. They also engaged themselves in professional and personal development to enhance their leadership competence. Having a succession plan will integrate the induction, leadership, and mentoring programs for future academic heads.

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