ABSTRACT
To be able to achieve an effective learning for students during the normal period, teachers need to address specific learning needs of their students through the use of adequate learning materials and the right strategies. This task of a teacher requires a great deal of work and planning to come up with the best expected outcomes. However, to be able to do the same during the pandemic requires a great deal of research, planning, implementation and evaluation of the results. As part of the job of a head teacher, they are also expected to lead their teachers and steer them towards the world of hard work, patience and perseverance.
The researcher aimed to determine the lived experiences of these head teachers because only by looking through the live experiences, that schools’ leaders will be able to take a grasp of what transpires inside the teaching and learning process.
Moreover, the instructional management practices of head teachers was another topic delved into which would present the scenario of instructional competence vis- a -vis the effects on students.
The researcher utilized the Grounded theory to reveal the lived experiences of head teachers. He used Induction and Deductive Method for his own turf as well as a series of questions done within a qualitative method. In this study, it primarily aimed to determine the lived experiences of head teachers in instructional management during pandemic specifically the management experiences of head teachers in the pursuit of quality and effective management as well as the pattern of instructional management practices of head teachers during pandemic.
In the end, the researcher pursued instructional management practice themes. He used a semi-structured interview focused on the lived experiences of ten (10) head teachers/principals/teachers/master teachers which focused on their management experiences in the pursuit of quality and effective management; their pattern of instructional management practices during the pandemic and the deduced instructional management practices.
Results revealed that the duties and responsibilities of a head teacher which were reflected in the view and responses were: Resolution of conflicts, Managing and mentoring, collaboration in decision-making, and synchronizing responses of the respondents reflect the yielded meaning; assisting and performing duties, setting direction, and motivation and encouragement.
Moreover, the pattern of instructional management practices of head teachers during pandemic which were highly reflective in their live experiences were: communication, scheduling and coordination, communication platforms for reports and brainstorming on issues and challenges encountered, ICT-assistance program and monitoring, adoption of platforms and assisting technically, observation, mentoring and coaching as well as assisting, orienting and giving support and monitoring and coaching, instructional supervision and virtual meetings, instructional management and assistance, and sensitivity to the needs of stakeholders.
Finally, it was apparent that they understood the extent their making them capable of conviction of their management jobs which led to better quality management results. The respondents were found to be highly reflective of the pattern of instructional management practices during pandemic which emphasized Instructional supervision, monitoring and technical assistance.
It was recommended that the utilization of the deduced instructional management practices during the pandemic be done.
Key words: lived experiences, instructional, leadership practices
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