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SCHOOL HEADS’ NEW NORMAL LEADERSHIP AND SUPPORT AMIDST

PANDEMIC: ROLE TO TEACHERS’ JOB SATISFACTION

AUTHOR: SHERWIN V. PULONGBARIT, MAEd

SCHOOL : Vizal Sto. Cristo Elementary School

Keywords: New Normal Leadership, Job Satisfaction, School Head Support

ABSTRACT

This study determined the influence of school heads’ new normal leadership and support amidst

pandemic on the job satisfaction of teachers in selected public elementary schools in East, West and

North Districts of Candaba, Pampanga during the School Year 2021-2022.With explanatory sequential

mixed methods as research design and 34 school heads and 480 teachers as respondents of the study,

findings showed that the teachers and school heads themselves affirmed that their new normal

leadership in terms of adaptability, decision-making, and planning and implementation is outstanding.

Teachers and the school heads themselves strongly agreed that they provided emotional, professional,

instrumental, and appraisal support to teachers amidst pandemic. The public elementary school teachers’

job satisfaction in the new normal in terms of work environment, job responsibilities, and community

attachments/linkages was described as very satisfied. On the other hand, they are satisfied in terms of

security. Based on the findings of the study, the following conclusions were drawn: There is no significant

difference between the assessments of the teachers and the school heads themselves as regards their

new normal leadership and support amidst pandemic. There is a significant relationship between the

public elementary school heads’ new normal leadership and teachers’ job satisfaction. There is a

significant relationship between the public elementary school heads’ support amidst pandemic and

teachers’ job satisfaction.

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

New normal leadership, as one of its kind, has emerged due to the extraordinary situations that

happen in the world. School administrators believe that these situations are unique and significant for them

though they used to adapt in their day-to-day experiences as school administrators. They were stretched out

to be more digital in nature, especially in terms of reaching out their teachers, students, colleagues, and

many more. It is as if they shifted from the traditional way of style into something that is more adaptive to

changes that the world dictates nowadays. The new normal leadership style is about being adaptive to the

situation so as to continue their commitment. This kind of leadership refers to becoming a competent

decision-maker in education, which means to say that a leader has to equip themselves in analyzing

students’ needs and formulate best or less imperfect decisions. Lastly, a new normal leader is a capable

planner, vigilant and an initiative taker. Good decisions originate from the right ones who think well and do

well, wherein initiatives are very important since no one dares to be caught offhand.

While there is an extensive literature on educational leadership and change management, there are

very few studies that explore new normal leadership. In the history of the profession, this is one of the most

challenging and overwhelming times for educators. Teachers and schools are constantly being compelled to

adjust due to the pandemic's ever-changing conditions in order to safely educate pupils (Zamonte, 2021).

There is, as yet, negligible empirical research on the impact of pandemic-induced school lockdown on

school leadership (Huber, SG. and Helm, C. 2020). The success of the school was entrusted to the school

heads with a significant deal of responsibility. Their strengths and skills shall contribute to the achievement

of the school's goals (De Leon, 2016). Indeed, the field of leadership itself is shifting. Previously, the

majority of attention was focus post-crisis recovery strategies for sudden impact crisis situations like school

shootings and natural disasters and their post-crisis recovery plans (Moerschell, L. and Novak, SS. 2020).

Also, in favor of focusing on first responders they have neglected other professionals involved in the larger

crisis response chain. Attention is now turning from ‘fast burn’ or ‘regular’ crisis toward protracted and

complex ‘slow burning’ or ‘creeping’ crises (Boin et al., 2020). In the pandemic’s early stages,

collaboration for feasible responses occurred as cited in the DepEd Memorandum No. 478, s. 2021 entitled

Request to participate in the Panel Discussion on the Future of Education beyond the New Normal forum,

the discussion of efficient ways and responses on managing the school and health crisis began to open in
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the hopes of shared betterment of the schools through innovative leadership. School leaders’ responses to

the COVID-19 pandemic, and their leadership of the forthcoming reforms, have been guided by external

factors in respect of differing national structures, mandates, support and advice.

In research from Caballes, D. and Peregrino, L. (2021), it states that even in the midst of pandemic

it is the responsibility of the school head to guarantee that every aspect is in place and that everyone in the

school works effectively, efficiently, and collaboratively. Nevertheless, these did not appear to play an

important role within the immediacy of the head teachers’ responses in the early weeks of the pandemic.

They were, however, greatly impacted by important internal aspects of leadership and management that

emerged during times of crisis in each institution pre-existing models of leadership; change and new

leadership; resilience; and ethos of care and moral leadership, equity and social justice (Harvey, 2021).

According to Bush (2020), in these times of pandemic debate has centered on the appropriate unit

of analysis and focus of activity: solo or aggregate leadership; approaches that focus on how change is to be

achieved (efficiency concerns and delivery); or what change is valued (core purpose and activism). This

can be seen as a continuum that ranges from positional authority-based transactional (or hierarchical) types

of leadership to transformational (charismatic) leadership with its attention to transformative leadership that

pays particular attention to equity of opportunity, to enhancing school performance via culture work and

vision-building.

Woods, PA. and Roberts, A., (2019), asserted that early advocacy for integration within post-

heroic distributed leadership (decentralized, open) found support in the recently developed collaborative

leadership and collaborative professionalism. Hargreaves and O’Connor (2019), conceptualization of

hybrid leadership helpfully reflects a nuanced appreciation of how leadership works through fluid

‘configurations’ of individual and collective leadership.

In the COVID-19 crisis, this fluidity required leaders to respond to dynamic shifts or changes

within and beyond schools. The great deal of literature on effective change leadership in education

frequently focused on school institutions that faced challenging conditions. Day (2020), for example,

suggests that head teachers who lead change successfully achieve good outcomes through deep

commitment to their work, sustained by passionate commitment to their students’ success. They

communicate this through ‘their sense of humor, interpersonal warmth, patience, empathy and support of

their staff, parents’ and pupils’ self-esteem’, combined with a reflective attitude. However, neither Day nor

any other previous authors were scrutinizing new leadership in the face of a serious national crisis. There is

only a small amount of empirical study that had been done on the leadership in the new normal in terms of

the degree regarding total school lockdown. The challenges of leadership are tested through orders such as

DepEd Order No. 588 s. 2022 entitled Mandatory Testing of Personnel Reporting On-Site starting 05
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January 2022 and Reiteration of the Required Health Standards including Conditions when not to Report

On-Site, to which tackled the need of vaccination of education personnel especially those that will be

reporting on-site. This mirrored the challenge of school leaders to manage ways to discuss about health and

welfare and their strategies on how they make their colleagues understand the importance of acts like

vaccination especially to elderly subordinates or others that have set backs and doubts.

There are relevant studies into crisis-led leadership in public management, such as Schmidt, JET.

and Groeneveld, SM. (2019), which noted that found that during a crisis, leaders in positions of authority

tend to concentrate on making quick decisions. However, an early pandemic publication from social

psychologists (Jetten et al., 2020), indicates that effective leaders in emergency situations should focus on

developing a sense of shared identity, with leaders binding people together and being seen ‘to stand with

them’. This enables shared understanding of goals and thus of how to move forward together.

To do this effectively, however, all members of the school, especially leaders, need to demonstrate

support to subordinates. Goden et. al. (2016), suggests that, leaders who can provide the essential

leadership when supervising the performance of their subordinates can make a significant difference on the

working conditions at their school. This is often seen as a particular individual’s trait reflecting someone’s

ability to ‘bounce back’ from tragic events or crises, but it can also characterize a community that can

become more cohesive during these times (Hyvarinen and Vos, 2015). The large body of multidisciplinary

literature emphasizes the case that creating a sense of community can help people cope with crisis (Jurgens,

M. and Helgloot, I., 2018) at local and national levels. However, Goldstein’s (2019), research suggest that

community support frequently arises spontaneously in reaction to situations or problems, yet it could be

challenging to end such a focused effort once a crisis has been resolved.

Leading during the uncertainties of a crisis requires some key elements to help communities to

maintain cohesiveness and respond effectively. These include the ability to think creatively, solve

problems, improvise when necessary, and, most importantly, communicate effectively to improve

relationships between significant organizations and individuals. However, it is argued that those working in

schools reflect ‘everyday resilience’, when the ‘processes of teaching, learning and leading, then, require

those who are engaged in them to have a resolute everyday persistence and commitment, which is much

more than the ability to bounce back in adverse circumstances. Hyvarinen and Vos, (2015) effective leaders

work to create a stable school community based on specific values, like trust and fairness. Haslam et al.

(2020), go further and characterize that the school leader must consider themselves a member of the group,

supporting and sharing an identity of ‘us-ness’ in pursuit of the collective good. Within the context of a

crisis such as the COVID-19 pandemic, everyday resilience has to encompass changing contextual

imperatives, both political and health related, while also acknowledging the issues of fear, isolation and
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bereavement potentially being experienced by the wider school community. Moreover, Haslam et al.,

characterize successful leadership as achieving influence rather than securing compliance, where leaders

and others see themselves as belonging to a coherent group or team. This not only has to cope with new

demands on teaching and learning, but also to support the enhancement of relationships across the school

community as an important means of extending resilience and maintaining a sense of ‘us-ness’ (Haslam et

al., 2020).

According to The Philippines DepEd Memorandum No. 50, s. 2020 entitled DepEd Professional

Development (PD) Priorities of Teachers and School Leaders for SY 2020 – 2023, the school leaders must

undergo the different professional development in support of the operationalization of the school

considering COVID-19. Here are the following Domains: 1. Leading Strategically; 2. Managing School

Operations and Resources; 3. Focusing on Teaching and Learning; 4. Developing Self and Others; and 5.

Building Connections (Villar, RB., 2021).

It is in this premise that the researcher who is a school head in an elementary school was

motivated to undertake this research with the hope that new normal leadership and support to subordinates

will increase the teachers’ job satisfaction amidst these pandemic times.

Statement of the Problem

The study determined the influence of school heads’ new normal leadership and support amidst

pandemic on the job satisfaction of teachers in selected elementary schools in East, West and North

Districts of Candaba, Pampanga during the School Year 2021-2022.

Specifically, it had sought the answers to the following questions:

1. How may the new leadership of the public elementary school heads in the new normal as
perceived by the school heads themselves and the teachers under their supervision be described in
terms of:
1.1 adaptability;
1.2 decision-making;
1.3 planning and implementation?
2. How may the support of the public elementary school heads amidst pandemic as perceived by the
school heads themselves and the teachers under their supervision be described in terms of:
2.1 emotional;
2.2 professional;
2.3 instrumental; and
2.4 appraisal?
3. How may the job satisfaction of the public elementary school teachers in the new normal be
described in terms of:
3.1 security;
3.2 work environment;
3.3 job responsibilities;
3.4 community attachments/ linkages?
4. Is there a significant difference between the perceptions of the teachers and the school heads
themselves as regards their new normal leadership and support amidst pandemics?
5. Is there a significant relationship between the public elementary school heads’ new normal
leadership and teachers’ job satisfaction?
6. Is there a significant relationship between the public elementary school heads’ support amidst
pandemic and teachers’ job satisfaction?
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7. What are the views and insights of the respondents as regards the importance of school heads’ new
normal leadership and support on teachers’ job satisfaction?
8. What program of activities can be crafted from the results of the study?

CHAPTER II

METHODOLOGY

Research Design

In order to determine the relationship between school heads’ new normal leadership and support

amidst pandemic and job satisfaction of public elementary school teachers the explanatory sequential

mixed methods research design had been utilized. An explanatory sequential design according to Creswell

(2011) consists of first collecting quantitative data and then collecting qualitative data to help explain or

elaborate on the quantitative results. The rationale for this approach is that the quantitative data and results

provide a general picture of the research problem; more analysis, specifically through qualitative data

collection is needed to refine, extend or explain the general picture. In this design, the researcher first

collected and analyzed the quantitative (numeric) data. The qualitative (text) data are collected and

analyzed second in the sequence and help explain or elaborate on the quantitative results obtained in the

first phase. The second, qualitative phase builds on the first, quantitative phase, and the two phases are

connected in the intermediate state in the study. The rationale for this approach is that the quantitative data

and their qualitative data and their analysis refine and explain those statistical results by exploring

participants view in more depth.

Data Gathering Techniques

The researcher used adapted instruments in order to answer the research question raised in the

preceding chapter. The first part of the questionnaire was adapted from Francisco (2021), which described

the new leadership competencies of the school heads. On the other hand, the second part of the

questionnaire was adapted from Beau (2021) which had been utilized to gauge the support extended by the

school heads to the teachers under their supervision. Meanwhile, the last part of the questionnaire was

adapted from Romero (2017), which described the public elementary school teachers’ job satisfaction in

the new normal. These questionnaires were modified in order to fit the current settings of education in the

country.

After collecting the quantitative data, statistical analyses were done. This was followed by the

formulation of open-ended questions which were then asked to selected respondents that gathered the

qualitative data for this research. Results of this interview was used to validate the quantitative findings of

the study. Furthermore, this were utilized in order to arrive at a more comprehensive discussion of the

collected data.
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Prior to the data collection, the researcher wrote a letter to the Division of Pampanga's Schools

Division Superintendent, requesting permission to perform the study in Candaba East, North and West

Districts. Upon receiving the approved permit, the researcher created a google form as an electronic version

of the research instrument for the collection of quantitative data. For the qualitative data gathering, semi-

structured interviews were done thru the utilization of various social media platforms such as messenger,

phone calls and google meet. The researcher sees to it that the interview did not interfere with the faculty

members' work in school. In the same way, the learners’ learning time were not disrupted during the

interview.

The researcher followed the procedure in collecting the required data by contacting the

respondents by sending them a personal message through messenger or email informing them that they

have been chosen as study participants. The respondents have the option of having data collected through

virtual meeting interviews with the researchers or having the researcher provide the respondents a softcopy

of the questions or interview guide. Once the respondents have specified how they would like to be

interviewed, the researcher emailed the Google meet link, as well as the online interview schedule and a

softcopy of the interview guide’s questions. In addition, all respondents were requested to read and sign a

written agreement in order to comply with ethical considerations in conducting this research. The goals of

the study had been explained to the participants, who had the option to leave at any time throughout the

interview. The participants’ permission to record the interview had also been sought. As their responses

were recorded, the interviewees were handled with the highest respect. The researcher demonstrated his

honesty by asking each participant if the interview may be recorded in order to do adequate data analysis.

Names, residences, and other personal information were not published in the study to protect the

participants’ identities. The data acquired from participants who choose to answer the interview guide

questions using the softcopy provided by the researcher were kept solely in a temporary folder on the

researcher's laptop. While the respondents were questioned by the researcher through virtual interview,

their recorded videos were kept in the researcher’s personal google drive, which is password-protected, and

only the researcher has access to the data obtained from the participants. To avoid illicit data transmission,

every data was treated with care and only the researcher had examined it. The researcher waited until the

study was completed in its entirety before deleting any files from his laptop and Google Drive, as well as

any copies of the respondents’ data.

Sampling Procedures

The study utilized universal or total enumeration in selecting the respondents of the study.

According to Avron et al., (2019), universal sampling refers to the selection of sample where not all the

people in the population have the same profitability of being included in the sample and each one of them,

the probability of being selected was unknown. The researcher preferred to use universal sampling
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technique to select respondents from the Candaba East, North and West Districts because they were the

ones who provided the useful information to test the hypothesis of this research. Noted from Table 1 that a

total of 15 school heads came from Candaba East, 10 from Candaba West and 9 from Candaba North with

a total of 34 school heads. Meanwhile, a total of 480 teachers constitutes the teacher respondents for the

study.

In the qualitative part of the study the researcher utilized the random sampling method. As stated

by Elfil, M. and Negida, A. (2017), this strategy is utilized when the total population is of known to the

researcher. The list of all respondents is called the “sampling frame”. From this list, the respondents of the

study were drawn by a random lottery through a computer generated random list. The researcher used the

method of random sampling that created a respondent list free from any form of bias. A total of three (3)

school heads and three (3) teachers per district were selected at random to participate in the semi-structured

interviews. As a whole, nine (9) school heads and nine (9) teachers participated in the interview. These

respondents were given prior information about the topics that were discussed in the interview for them to

have enough preparation for the said interview.

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Data Analysis Scheme

After all the questionnaires have been collected, these were organized, tallied, tabulated, and

analyzed by the use of some statistical tools.

Weighted mean was computed to describe the school heads’ new normal leadership and support to

teachers amidst pandemic. Likewise, the same statistical tool was used to describe the teachers’ job

satisfaction in this new normal.

Correlation analysis was performed to determine if a signifiant relationship existed between the

independent variables (school heads’ new normal leadership and support to teachers) and dependent

variable (teachers’ job satisfaction in this new normal).

For the gathered qualitative data, content analysis had been utilized. According to Shanon (2014),

qualitative content analysis goes beyond merely counting words to examining language intensely for the

purpose of classifying large amounts of text into an efficient number of categories that represent similar

meanings. These categories can represent either explicit communication or inferred communication. The

goal of content analysis is “to provide knowledge and understanding of the phenomenon under study”.

Qualitative content analysis is defined as a research method for the subjective interpretation of the content

of text data through the systematic classification process of coding and identifying themes or patterns.

CHAPTER III

RESULTS AND DISCUSSIONS

The New Normal Leadership of the Public Elementary School Heads

Leadership has always been an area of interest in previous research in the academe. Due to the

adversities caused by the pandemic, public elementary school heads’ leadership is under much scrutiny,

particularly on their crisis leadership skills. Sense making in uncertain conditions, like that of the new

normal, is pronounced as the most important element considering that both information and solutions are

lacking which may be greatly attributed to the unique nature of the crisis.

The assessment of the public elementary school heads’ new normal leadership in terms of

adaptability, decision-making, and planning and implementation are presented in Tables 2 to 4.

Adaptability

Adaptability is pronounced as having the ability to adjust to the changes in the environment. For

the school heads, being adaptive in the new normal may involve learning a new skill set, particularly that

which is more digital in nature. Willingness to learn and go against the traditional ways and styles of

leadership highlights a school head’s commitment to his profession and to the institution to which he

serves.
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Table 2 presents the assessments of the public elementary school heads’ new normal leadership in

terms of adaptability with an overall mean of 4.54 both from the perspectives of school heads and the

teachers which possesses a verbal description of “Outstanding.”

From the school heads, it can be noted that the item “The school head listens to young

instructional leaders while keeping important personal values and the essence of the school culture” gained

the highest mean of 4.68 and a verbal description of “Outstanding” while from the teachers, the item “The

school head does not just stick on traditions but also applies new ideas/strategies in managing the school”

gained the highest mean of 4.72 and a verbal description of “Outstanding.”

The findings imply that the school heads are dynamic, as they welcome ideas and viewpoints from

the younger generations of teachers and see them as basis for positive interventions in the new normal.

This implication is further supported by a study from Atena, R. (2018), as it was found out how

flexible school managers are in handling changing cultural values. Accepting and understanding that the

world is continuously evolving encourages school heads to respect varying preferences and styles among

colleagues, and update their personal and professional skills in order for them to meet the demands of the

changing times.

“The school head embraces new challenges as part of organizational growth and advancements”

gained the lowest means of 4.33 from the school heads, and 4.32 from the teachers. Both means possess a

verbal description of “Outstanding.”

During the conducted interview, the most of the principals shared “Some of the teachers are

considered laggards or unable to adapt to the new normal. In this case, not only are the teachers suffering,

but the students as well. In order to help senior teachers to cope with the new normal in education, newly-

employed faculty conducts in-service trainings which include tutorials on the use of Microsoft software,”

and “We have to understand that everyone is adjusting to the new normal. Some may easily adopt the

changes, while are slow and doubtful of the new skills and pedagogies they have to learn. I have to initiate

intervention during to address this situation.” The teachers got the lowest mean of 4.32. A teacher-

respondent affirmed saying “Scaffolding is found to be an effective strategy to help colleagues acquire

multimedia- to cope with the changes in the teaching-learning process related skills, and to build and

strengthen peer relationships.

Decision-Making

Decision-making is a leadership skill which manifests in how school heads assess a situation to

process the right decision or the best decision among available alternatives. Therefore, leaders have to treat

decision-making with care and attention as their decisions lead organization members to the direction

theschool aims to pursue. Ref;ected Table 3 the assessments of the public elementary school heads’ new

normal leadership in terms of decision-making with overall mean of 4.59 from the perspective of school
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heads, and 4.58 from the perspective of the teachers. Both means possess a verbal description of

“Outstanding.”

Analysis of the data showcases that the item “The school head decides based on factual data”

garnered the highest mean of 4.72 from the school heads, and 4.74 from the teachers. Both means garnered

the verbal description of “Outstanding.”

The findings imply that the school heads rely on the salience of facts instead of intuition or

opinion in the course of decision-making.

A study by Francisco, C. and Nuqui, A., (2020), exhibits school heads’ drive to capacitate

themselves through their sound/effective decision making has an impact on how the school will be

strategically managed. This is rooted from how they will be able to understand the school situation,

particularly through analyzing factual information, in order to proactively prepare a plan for an improved

situation or at least a resilient standpoint in difficult circumstances.

Whereas, the item “The school head carefully discusses matters with his or her instructional

leaders” garnered the lowest mean of 4.52 from the school heads, and 4.38 from the teachers. Both means

possess a verbal description of “Outstanding.”

During the conducted interview, the principal mentioned “I think making decisions is one, if not

the most difficult task of being a school head. I have to assess whether the decision is the right or the

ethical one among all other alternatives especially at the start of pandemic when people were in panic and

in a state of fear due to the threats of COVID,” and “Decision-making is about exercising my right as the

school head to implement a policy which I think is the most beneficial for the school. However, I make sure

that before I finalize a decision, I consult with my subordinates in order to assess whether it be for the

common good.” Also, a teacher answered “I commend our school principal because she manages to

balance exercising her authority and contemplating on our suggestions and ideas whenever she makes a

decision.”

Planning and Implementation

School heads must veer from how school activities were planned and implemented pre-pandemic

because it may not be applicable in the new normal. Success in planning and implementations is carried out

through coordination and integration among school heads and their teachers.

Table 4 manifested the assessments of the public elementary school heads’ new normal leadership

in terms of planning and implementation with overall mean of 4.48 from the perspective of school heads,

and 4.42 from the teachers. Both means possess a verbal description of “Outstanding.”

It can be further evaluated that the item “The school head gives credits on people behind

successful plans and excellent outcomes of implementations” acquired the highest mean of 4.62 from the

school heads, and 4.58 from the teachers. Both acquired the verbal description of “Outstanding.”
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The findings imply that school heads appreciate, respect, and validate colleagues’ contributions to

organization’s success.

Contrarily, the item “The school head thinks of concrete plans that are not yet thought of by other

leaders” acquired the lowest mean of 4.23 from the school heads, and 4.21 from the teachers.

In accordance with the present study, Kapur (2020), accounted for how integrity among school

leaders is indicative of a successful organization. Being authentic in one’s actions is exhibited on how

school leaders hold themselves accountable with the outcome of any decision they made. In the same

manner, their integrity will be assessed on how they provide credits and respect to members who have

contributed to the success of a particular school activity instead of owning the success as theirs. Also,

knowing how to manage shortcomings or errors committed by their teachers is essential in effective school

planning and implementation, not only to prevent future negative circumstances, but also to engage

members in a feedback mechanism for improved relationships among subordinates.

During the conducted interview, a principal expressed “Accountability and transparency among

school heads are highly valued. My subordinates look out on how I implement policies or how I respond

during crisis or difficult situations. Being able to accept mistakes is good because I have to accept that I

will not always be right.” On the other hand, most of the teachers shared “Acting as a leader is different

from acting like a boss. Leaders help their subordinates to grow through assigning us with the right

designations while bosses exploit their subordinates’ potentials” and “Whenever planning is involved, the

principal makes sure that we are all informed and oriented with the policies as oftentimes, we are the ones

who will carry them out in our classes.”

The Support of the Public Elementary School Heads amidst Pandemic

Leaders not only in the field of academe play a big role in supporting their organizational

members’ well-being. A “supportive, responsive” attitude is a quality considered as one of the most

essential among school leaders (The Wallace Foundation, 2013). Also, among school heads, effective

support is exhibited on how they put learning at the center of their daily activities. Learning is directed not

only to the learners, being the primary stakeholders of the education system, but also, to the teachers as

they continuously strive for professional growth.

The assessment of the public elementary school heads’ emotional, professional, instrumental, and

appraisal support to teachers are presented in Tables 5 to 8.

Emotional

Teaching is pronounced as an affective profession, therefore, school heads shall cultivate on their

affective skills in order to effectively support their teachers. This is manifested through mitigating negative

emotions teachers have about their work, and reducing stress and burnout (James, 2012 as cited in

Berkovich and Eyal, 2019).

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Table 5. The Emotional Support of the Public Elementary

School Heads amidst Pandemic
Table 5 presented the assessments of the public elementary school heads’ emotional support

amidst pandemic with an overall mean of 4.66 both from the perspectives of school heads and teachers

which possesses a verbal description of “Strong Agree.”

Scrutiny of data displays that item “The school head shows confidence in teachers’ actions”

obtained the highest mean of 4.88 from the school heads, and 4.92 from the teachers. Both means obtained

the verbal description of “Strongly Agree.”

This finding imply that the school heads value and trust the skills and capabilities of their

members.

This is further supported by the result of the study from Mulford (2003), to which intrinsic

rewards are consistently linked with teacher satisfaction. These rewards are perceived by teachers as feeling

valued and supported by their school heads which is a product of a meaningful and purposeful work

environment.

Adversely, the item “The school head trusts judgment in making instructional decisions” obtained

the lowest mean of 4.36 from the school heads, and 4.33 from the teachers. Both means obtained the verbal

description of “Strongly Agree.”

During the conducted interview, the majority of the principals shared “Sometimes new teachers

know more than senior teachers, particularly because they are not scared to commit mistakes. Also, their

drive and commitment in teaching fresh and whole that is why I make sure I give them opportunities for

professional growth” and “As a principal, I have to make sure I know my colleagues very well in order for

me to relate to them effectively. Some teachers only need encouragement to willingly do a certain task

while some require an order or a reprimand to follow rules and work on their school roles.” While, teachers

conveyed “I appreciate it when our principal discusses with us how we performed. When there are

weaknesses, he challenges us to do better, when we did something helpful in the school activities, he

commends us” and “Being a teacher is extra-challenging during the new normal. Words of encouragement

and empathy from peers and our school heads are welcome rewards and aim to cheer me up.”

Professional

School leaders’ professional support is manifested in how they provide instructional guidance to

their teachers, enabling them to balance teacher autonomy and fidelity of curriculum through adopting

multiple instructional strategies (Wang et.al, 2021).

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Table 6 presents the assessments of the public elementary school heads’ professional support

amidst pandemic with an overall mean of 4.78 both from the perspectives of school heads and teachers

which possesses a verbal description of “Strongly Agree.”

School heads and teachers both “Strongly Agree” with the item “The school head encourages

professional growth” as it received the highest mean of 4.92 from the school heads, and 4.90 from the

teachers.

The findings imply that the school heads are supportive of their members’ professional endeavors.

This is in corroboration with the finding provided by Leithwood et.al (2003 as cited in The

Wallace Foundation, 2012) to which a principal in developing an instructional climate is rated higher

compared to a principal providing an atmosphere of caring and trust.

In contrast, the item “The school head gives teacher undivided attention when he/she is talking”

received the lowest means of 4.42 from the school head, and 4.46 from the teachers.

During the conducted interview, a principal said “I support my co-teachers in attending online

webinars as they are for free and are helpful in developing skills, particularly those which are most needed

during the new normal. It will also enhance their confidence as teachers.” Also, a teacher shared “We are

advised by our principal to pursue our graduate studies, not only for promotion but also for personal growth

as it will expand our academic horizons.”

Instrumental

Instrumental support among school leaders is shown on how they offer assistance in solving their

organizational members’ problems through tangible help or information. Further, instrumental support is

closely relevant to emotional support as it pronounces caring, empathy, respect, and acceptance.

Table 7 presents the assessments of the public elementary school heads’ instrumental support

amidst pandemic with overall mean of 4.36 from the perspective of school heads, and 4.48 from the

perspective of the teachers. Both mean possess a verbal description of “Strongly Agree.”

The item “The school head provides extra assistance when teachers become overloaded” emerged

as having the highest mean of 4.58 as assessed by the school head, and 4.62 as assessed by the teachers.

Both means attained the verbal description of “Strongly Agree.”

The findings imply that school heads gauge their teachers’ capacity to handle assigned duties and

tasks in order to provide proper intervention when needed.

Contrarily, the item “The school head provides time for various nonteaching responsibilities”

received the lowest mean of 4.22 from the school heads, and 4.24 from the teachers. Both received the

verbal description of “Strongly Agree.”

This may be further expounded by resonant leadership which explains how school heads make use

of their emotional side in handling school concerns particularly on how they demonstrate compassionate
 15

understanding among their teachers. Willingness to know how their people respond to various work

environments and task assignments showcases school heads’ interest, care, and concern (Klocko, B.A. and

Wells, C., 2015).

During the conducted interview, a principal communicated “Being a school head goes beyond

professional contexts. Sometimes, I am a counselor and an adviser of my peers’ personal lives. This is

important because it helps me understand their values and aspirations in a deeper level.” On the other hand,

a teacher expressed “Sometimes, principals do not look into our lives outside the school. We are also

parents, spouses, and friends to other people. Being a public teacher demands a lot of time, energy, and

effort. It takes not only money but a healthy environment to keep passionate to our chosen profession.”

Appraisal

Teacher performance appraisal is an effective way to improve school performance, one of the

most used strategies being the standards-based. Three essential aspects are to be considered to come up

with an effective standards-based teacher performance appraisal. This includes defining standards among

teachers, adopting good procedures to collect information and assess their teaching practice, and ensuring

that evaluators are trained.

Table 8. The Appraisal Support of the Public Elementary School Heads amidst Pandemic

Table 8 illustrated the assessments of the public elementary school heads’ appraisal support amidst

pandemic with overall mean of 4.30 both from the perspectives of school heads, and 4.29 from the

perspective of the teachers. Both possess a verbal description of “Strongly Agree.”

It is noteworthy that the item “The school head makes the teachers aware of their strengths and

weaknesses” accumulated the highest mean of 4.56 from the school heads, and 4.60 from the teachers. Both

means gained the verbal description of “Strongly Agree.”

The findings imply that school heads openly communicate with their teachers as regards their

performance, particularly on their lacks and potentials.

In accordance with this, suppotive communicative strategies are identified to be linked with

positive leader behaviors. These strategies involve empathic listening as shown on how school heads listen

to their members’ concerns actively and without judgment, and empowerment messages as shown on how

school heads express confidence in their teachers’ abilities in order to inspire (Berkovich and Eyal, 2018).

On the other hand, the item “The school head helps teachers evaluate their needs” accumulated the

lowest mean of 4.18 from the school heads, and 4.08 from the teachers. Both acquired the verbal

description of “Agree.”

During the conducted interview, the principals commented “Open communication between

superior and subordinate is important to avoid or at least reduce organizational conflicts” and “Teachers

have to know what their strengths are in order for them to capitalize on their individual strengths. In the
 16

same manner, they have to understand that they have their weaknesses too, in order for them to face such

challenges and strive against it.” Also, a teacher uttered “There is a need of more opportunities for

performance appraisal. Principals have to constantly monitor us to diagnose or gauge how well we do in

the workplace. This enables us to validate our performance as good enough, highly effective, or still in

need of improvement.”

The Job Satisfaction of the Public Elementary School Teachers in the New Normal

Job satisfaction refers to how an individual’s job-related needs are met. Teacher job satisfaction is

recognized through job comfort which is defined by how satisfactory the conditions of the job are for the

teacher and job fulfillment which is exhibited on how the teacher feels satisfied with his personal work

accomplishments (Evans, 1997 as cited in Toropova, A. et. al., 2020).

The assessment of the public elementary school teachers’ job satisfaction in the new normal in

terms of security, work environment, job responsibilities, and community attachments/linkages are

presented in Tables 9 to 12.

Security
Job security refers to how teachers are satisfied with their promotion chances, current working

conditions, and long-term career opportunities.

Table 9. The Job Satisfaction of the Public Elementary School Teachers

in the New Normal in terms of Security

Depicted in Table 9 the assessment of the public elementary school teachers’ job satisfaction in

the new normal in terms of security with an overall mean of 3.66 which possesses a verbal description of

“Satisfied.”

Assessed from the data that the item “On my present job, this is how I feel about when all my

efforts are rewarded the way it should be” acquired the highest mean of 3.90 while the item “On my present

job, this is how I feel about the chance to be reclassified / be promoted” acquired the lowest mean of 3.41.

Both acquired a verbal description of “Satisfied.”

The findings imply the teachers feel secure when they are given credit and recognition for their

contribution to the organization.

This conformed by Hussain and Saif (2019), as they investigated how job security is found to be

significantly related to organization commitment. Teachers who instill the values of the organization

among themselves consequently develop satisfaction in their tasks and duties.

During the conducted interview, a teacher conveyed “Teaching is our source of income or

financial security, however, it should not just be treated as that. Teaching needs to be valued in order for

students, and colleagues to feel the same level of passion and commitment we are putting to our

profession.”

Work Environment
 17

A favorable work environment is a state where people can perform their tasks in the most efficient

manner, through a safe, comfortable, and healthy way.

According to Al-Omari K. and Okasheh, H. (2017), the setting that occurs around the employee

during their work is considered to be acquainted with their work environment which could greatly influence

how an employee carries out their tasks.

Table 10. The Job Satisfaction of the Public Elementary School Teachers
in the New Normal in terms of Work Environment

Discussed in Table 10 the assessment of the public elementary school teachers’ job satisfaction in

the new normal in terms of work environment with an overall mean of 4.47 which possesses a verbal

description of “Very Satisfied.”

Interpreted from data that the item “On my present job, this is how I feel about the spirit of

cooperation among my co – workers” garnered the highest mean of 4.80 and a verbal description of “Very

Satisfied” while the item “On my present job, this is how I feel about the feeling of accomplishment I get

from the job” garnered the lowest mean of 3.90 and a verbal description of “Satisfied.”

The findings imply that teachers perceive a harmonious working relationship with colleagues as

essential for increased job satisfaction.

In accordance with this, Ortan, F. Simut, C. and Simut, R. (2021), cited that collaboration among

colleagues as an important factor influencing job satisfaction. Collaborative tasks and programs may

include the preparation of teaching materials, devising improved pedagogies, and sharing each other’s

expertise.

According to Al-Omari K. and Okasheh, H. (2017), the setting that occurs around the employee

during their work is considered to be acquainted with their work environment which could greatly influence

how an employee carries out their tasks.

During the conducted interview, most teachers said “Creating a peaceful working atmosphere

starts within ourselves that is why I make sure I respect and treat all of my colleagues with equal respect,”

and “Working together for a specific purpose builds boosts our trust and confidence to our colleagues that

is why I think more collaborative activities should be initiated and done.”

Job Responsibilities

Teachers are expected to produce quality outcomes in carrying out their responsibilities. Job

responsibilities can be enhanced by being well-informed about duties and tasks, building professional ties

with others, and identifying hindrances in order to plan and implement changes for improvements.

Revealed in Table 11 the assessment of the public elementary school teachers’ job satisfaction in

the new normal in terms of job responsibilities with an overall mean of 4.46 which possess a verbal

description of “Very Satisfied.”

 18

It is noteworthy that the item “On the present job, this is how I feel about the chance to develop

new and better ways to do the job” received the highest mean of 4.67 and a verbal description of “Very

Satisfied” while the item “On the present job, this is how I feel about the chance to try something different

in my job” received the lowest mean of 3.71 and a verbal description of “Satisfied.”

The findings imply that teachers appreciate and value novelty and dynamism in improving their

work performance.

In accordance with this, it was pointed out by a study from Ortan, F. Simut, C. and Simut, R.

(2021), how routine tasks lower job satisfaction as they limit teachers in discovering and exploring new

challenges, skills, and experiences. On the other hand, flexibility and a sense of the importance of teaching

increases job satisfaction.

During the conducted interview, teachers shared “I appreciate my responsibilities as a teacher

now more than ever. I miss discussing my lessons in a face-to-face set-up. Also, parents communicated

their concerns and struggles as regards facilitating their children’s modules which made me realized how

values and appreciated teachers are by the parents,” and “Knowing that my effort greatly contributed to

the success of our school performance increases my level of job satisfaction.”

Community Attachments/ Linkages

A successful school-community partnership is achieved through open dialogue, and willingness

for involvement and participation. Capacitating the community through various school-related activities

facilitates their commitment towards an effective teaching-learning process.

Table 12 interpreted the assessment of the public elementary school teachers’ job satisfaction in

the new normal in terms of community attachments or linkages with an overall mean of 4.41 which possess

a verbal description of “Very Satisfied.”

Teachers exhibited the item “On the present job, this is how I feel about the chance to help

people’s concern in the community” obtained the highest mean of 4.80 and a verbal description of “Very

Satisfied” while the item “On the present job, this is how I feel about the linkages of the school in the

immediate community” obtained the lowest mean of 4.06 and a verbal description of “Satisfied.”

The findings imply that teachers gain a sense of contentment and fulfillment in extending their

skills and abilities to others.

This is in accordance with the findings from the study by Gross et.al (2015), which pronounced

how school-community partnership involves reciprocity. Not only do the members of the community

benefit through feeling like they are valued and welcome members of the school community, but also,

teachers benefit through expanding their linkages to create opportunities both for professional and personal

development through gauging various stakeholders’ needs and wants, and contributing ideas to address

them.
 19

During the conducted interview, a teacher mentioned “It takes a village to raise a child. This

saying is even more applicable now in the new normal. It is significant that parents and the community are

engaged in the teaching-learning process. Not only will it help them relate more to our profession as

teachers, but they will be able to build strong connections with their children.”

The Difference between the Assessments of the Teachers and the School Heads
themselves as regards their New Normal Leadership and Support amidst Pandemic

Shown in Table 13 the results of the t-test analyses which were done to determine if significant

difference existed between the assessments of the teachers and the school heads themselves as regards their

new normal leadership in terms of adaptability, decision-making, and planning and implementation, and

support to teachers amidst pandemics in terms of emotional, professional, instrumental, and appraisal.

Table 13. Results of the t-test Analyses on the Assessments of the Teachers and the School
Gleaned from the table that no significant difference was found between the assessments of the

teachers and the school heads themselves as regards their new normal leadership in terms of adaptability,

decision-making, and planning and implementation, and support to teachers amidst pandemics in terms of

emotional, professional, instrumental, and appraisal. This no significant difference was brought about by

the fact that the computed probability values that ranged from 0.238 to 0.989 are greater than the 0.05

significance level.

The result indicates that the assessments of the two groups of respondents as regards the

aforementioned variables are the same. Further, this implies that teacher respondents validated the

assessments of the school heads as regards their new normal leadership in terms of adaptability, decision-

making, and planning and implementation, and support to teachers amidst pandemics in terms of emotional,

professional, instrumental, and appraisal.

The Relationship between the Public Elementary School Heads’

New Normal Leadership and Teachers’ Job Satisfaction

Table 14 displayed the results of the correlation analysis which was performed to find out if

significant relationship existed between the public elementary school heads’ new normal leadership and

teachers’ job satisfaction.

Examined from the table that highly significant relationship was found between the school head’s

new normal leadership in terms of adaptability, decision-making, and planning and implementation and

teachers’ job satisfaction in terms of security, work environment, job responsibilities and community

attachments/ linkages. This highly significant relationship was brought about by the fact that the computed

probability values for these variables that ranged from 0.006 to 0.000 are less than the 0.01 level of

significance. Further examination of the tabulated results reveals that direct or positive relationship (as

implied by the positive sign of the correlation values that ranged from 0.376 to 0.832) existed between the
 20

aforementioned variables. This means that as the level of school head’s new normal leadership in terms of

adaptability, decision-making, and planning and implementation increases, the teachers’ job satisfaction in

terms of security, work environment, job responsibilities and community attachments/ linkages also

increases.

The results imply that when the leadership style of the principal is aligned or fitted to the new set-

up of education in the country, the teachers will be more engaged, motivated and satisfied of what they are

doing.

In accordance to the present findings, Meliyanti (2020), found in his study that: 1) Principal

leadership and taking a decision-making influence on teachers’ job satisfaction, but no effect on teacher

performance, 2) leadership and decision-making simultaneous of the principals also get an effect for

teachers' job satisfaction, and 3) the teacher job satisfaction also has effects in the performance of junior

high school teachers.

In the conducted interview, when the principals were asked “How does your leadership style this

new normal influence the job satisfaction of the teachers under your supervision?’ All principals replied

that “I firmly believed that my leadership style positively influence the job satisfaction of the teachers. I

always see to it that the teachers are always motivated and showed eagerness in doing their duties and

responsibilities. Further, I am always there to give moral support and to assist them whenever there are

problems in the implementation of distance learning.”

In accordance to these findings, the teachers validated it by saying that “Our school head is

always there to support us, to give us advice and encourage us to perform our duties to the best of our

abilities. In spite of the pandemic, our school head is always around and made sure that everyone is doing

their tasks.”

The Relationship between the Public Elementary School Heads’

Support amidst Pandemic and Teachers’ Job Satisfaction

Reflected from the table that highly significant relationship was found between the school head’s

support amidst pandemic in terms of emotional, professional, instrumental, and appraisal and teachers’ job

satisfaction in terms of security, work environment, job responsibilities and community attachments/

linkages. This highly significant relationship is manifested by the computed probability values for these

variables that ranged from 0.008 to 0.000 which are smaller than the 0.01 significance level. Further

observation of the tabulated results shows that direct or positive relationship (as implied by the positive

sign of the correlation values that ranged from 0.428 to 0.866) existed between the aforementioned

variables. This indicates that as the level of school head’s support amidst pandemic in terms of emotional,

professional, instrumental, and appraisal increases, the teachers’ job satisfaction in terms of security, work

environment, job responsibilities and community attachments/ linkages also increases.

 21

The results imply that when the school heads are always there to extend assistance to the teachers

under their supervision, these teachers will be more inspired and energetic in doing their tasks which

contributed a lot in their job satisfaction.

The findings of the present study conforms with the results of the research conducted by Crews

(2020). In her study, strong positive correlations were found between principals’ support and their teachers’

job satisfaction. High levels of teachers’ job satisfaction were found to be significant indicators of their

intention to remain in the teaching profession. Additionally, principal perceptions of how they support their

teachers were compared to the actual perceptions of the teachers. Findings indicate that school

socioeconomic factors have the greatest impact on perceptions, teachers value different types of support

based on school configuration, and principals and teachers have similar perceptions. The study

recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited

degree, school performance.

In the conducted interview, when the principals were asked “How does your support in this new

normal influence the job satisfaction of the teachers under your supervision?’ All principals answered that

“In this time of pandemic where there are so many obstacles that the teachers have been encountered, it is

very essential that we support them in everything that they do. By supporting the teachers, they will be

more enthusiastic in performing their duties and responsibilities to their respective pupils. Moreover, when

we are there, extending constant support and assistance to the teachers, they will feel better which will

eventually result to satisfaction to their job.” In consonance to this finding, the teacher respondents

mentioned during the interview that: “Our school head during the pandemic supported us in our endeavor

to successfully deliver learning among our pupils. They are always there to see to it that the school runs

smoothly, despite the COVID 19 pandemic. Through his support, we were able to accomplish our tasks and

we were able to overcome every problem that we encountered.”

CHAPTER IV

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.

Findings

This study determined the influence of school heads’ new normal leadership and support amidst
pandemic on the job satisfaction of teachers in selected public elementary schools in East, West and North
Districts of Candaba, Pampanga during the School Year 2021-2022.Using the procedures described in the
preceding chapter, the answers to the problems raised in this study were ascertained and summarized as
follows: Findings revealed that the teachers and school heads themselves affirmed that their new normal
leadership in terms of adaptability, decision-making, and planning and implementation is outstanding.

Teachers and the school heads themselves strongly agreed that they provided emotional,
professional, instrumental, and appraisal support to teachers amidst pandemic.

The public elementary school teachers’ job satisfaction in the new normal in terms of work
environment, job responsibilities, and community attachments/linkages was described as very satisfied. On
the other hand, they are satisfied in terms of security. No significant difference was found between the
assessments of the teachers and the school heads themselves as regards their new normal leadership in
terms of adaptability, decision-making, and planning and implementation, and support to teachers amidst
 22

pandemics in terms of emotional, professional, instrumental, and appraisal.Highly significant relationship

was found between the school head’s new normal leadership in terms of adaptability, decision-making, and
planning and implementation and teachers’ job satisfaction in terms of security, work environment, job
responsibilities and community attachments/ linkages.Similarly, highly significant relationship was found
between the school head’s support amidst pandemic in terms of emotional, professional, instrumental, and
appraisal and teachers’ job satisfaction in terms of security, work environment, job responsibilities and
community attachments/ linkages.

Conclusions

Based on the findings of the study, the following conclusions were drawn for the school heads

themselves as regard to their new normal leadership and support amidst pandemic. The respondents’

assessments as regards these variables are the same.If the new leadership of the school heads is

outstanding, the teachers will be more satisfied of the job. More support extended by the school heads, the

betetr satisfied the teachers are on their job during this new normal.

Recommendations

In light of the findings and conclusions of the study, the following recommendations are hereby
offered:
1. DepEd may consider the benefits received by the teachers to increase the level of their job
satisfaction in terms of security.
2. At the District Level, coordination among the Supervisors and School Heads may be
strengthened in order for them to reach out for the teachers and extend to them possible
activities to enhance their sense of security in terms of their health and welfare, professional
growth, chance of promotion and their recognized efforts.
3. For future researchers, further research along this line could be conducted. Other independent
variables such as teaching performance may be considered to further study the effectiveness
of school heads’ new leadership and support amidst pandemic.
 23

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