School Leadership Amidst Covid-19 Pandemic
By JOSEPH G. AMPONG, JR.
School Principal II
Taguibo Elementary School
DepEd Butuan City Division
Earlier of year 2020, COVID-19 shuts the door on all aspects of everyday life. It hindered economic growth, and disrupted schooling globally. In just few months COVID-19 has been a “supernova” (Azorin 2020) creating “undeniable chaos” (Hargreaves and Fullan 2020) and shaking the very fabric of educational system. It gave learning a different mode as a remote, online-based activity directing learners to online classes and modular distance learning modality for those learners without constant internet connectivity and gadgets. Zhao (2020) points out, “virtually all schools have been paused” and teaching has been significantly re-organized.
There is a debate regarding the re-opening of classes during the pandemic. Many considerations to be taken and the schools must face varied challenges on physical distancing, intensive cleaning and disinfection, and careful structure on the movement of school personnel. In this time of turmoil where holistic actions and interventions are required, the top priority is the well-being and safety of the school leaders, teachers, learners, parents, and stakeholders who are involved in the re-opening of schools.
Department of Education (DepEd) released Deped Order No. 32, series 2020, “Guidelines on the Engagement of Services of Learning Support Aides to Reinforce the Implementation of the Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic” in order to guide all DepEd offices and schools on its operation and delivery of basic education services to the learners and community. School personnel and stakeholders gathered together in order to organize a certain system that is timely and can respond to the needs of the school and the learners. School leaders implement relevant measures in order to continue the delivery of education, with adherence to observe school health protocols at all times.
Funds for modules reproduction and distribution is an issue that needs to be resolved, so partnerships with varied stakeholders, donors and sponsors, played a great role in solving issues on lack of budget for school supplies and printing materials. Internet connectivity is a challenge for online classes, with an attached issue on learners’ access and availability for gadgets. These hindering factors are an opportunity to figure ways and means to cater the needs of the teachers and learners through engaging with benevolent institutions, philanthropists, and community members to help and assist the school to sustain the functions and operations.
The well-being of teachers, learners, parents and all stakeholders involved in the reopening of classes must be given certain considerations. Mental health webinars and even psychological aid is extended to those that need certain assistance. We do not know the long term impact of the current pandemic but with the coordination and constant support from the different sectors, we surely can pass these trying times.
For school heads working in these demanding and chaotic times, the pressure is high, the options are limited, and the sleepless nights are frequent. The normal and personally engaging staff meetings have gone. This is a perfect storm with imperfect leadership responses. As Netolicky (2020) notes: ‘In a time of crisis, leaders must act swiftly and with foresight but also with careful consideration of options, consequences and side effects of actions taken’. Leading in disruptive times means being able to navigate a different course, to create new pathways through the disruption. School leaders on this journey are defined by their courage, hope, determination, and their faith that whatever happens, whatever the cost, whatever the degree of the challenge, they will continue to do everything in their power to safeguard the learning of the school children. ###
