Fostering Leadership Resilience in Times of Educational Reform: Insights From Tanza, Cavite's Integrated Schools

Purpose: This study explores school leaders' perceptions of leadership resilience in implementing new curriculum in Tanza, Cavite. It examines challenges faced, strategies for resilience-building, and the impact of resilient leadership on school performance and curriculum outcomes.

Methodology: The research employs a qualitative descriptive design. Data were collected through semi-structured interviews with ten purposively selected school leaders from integrated schools in Tanza, Cavite. Thematic analysis was used to identify recurring themes and patterns in the participants' responses, focusing on leadership adaptability, emotional intelligence, and resource management.

Findings: The study reveals that school leaders demonstrate resilience through adaptability, empathy, and innovative approaches to curriculum implementation. Key challenges include resource limitations, operational constraints, and the emotional labor of leadership. Strategies such as professional development, fostering collaboration, and promoting well-being were found to enhance leadership resilience. Resilient leadership was linked to improved staff morale, teacher empowerment, and positive school outcomes.

Research Limitations/Implications: The study is limited to integrated schools in a specific locale and relies on self-reported data, which may introduce bias. Further research could explore broader contexts or employ mixed methods to strengthen findings.

Originality/Value: This research contributes to the understanding of leadership resilience in the unique context of curriculum reform in integrated schools. It provides actionable insights for school leaders, policymakers, and stakeholders to strengthen leadership practices under educational reforms.