Emerging Issues in Implementing Limited Face to Face Classes: Narratives of School Administrators

This qualitative study aimed to explore the lived experiences, coping strategies, and insights of public-school administrators as they navigated the complex task of implementing limited in-person instruction in compliance with national health and safety policies. Guided by a phenomenological approach, the study gathered data through in-depth interviews (IDI) with five school heads and a focus group discussion (FGD) with another group of five administrators. Thematic analysis of the data revealed six core challenges: inadequate learning resources and classroom facilities, overwhelming demands of health and safety compliance, excessive administrative and instructional workload, persistent resistance and anxiety among stakeholders, limited institutional and government support, and widening gaps in technology access and communication. Despite these difficulties, participants demonstrated resilience through strategies such as improvised and community- supported resource solutions, collaborative implementation of safety protocols, strategic task delegation, empathetic stakeholder communication, proactive networking, and flexible communication systems. From these experiences, three key insights emerged: the importance of adaptability and creativity during crises, the value of strong communication in building stakeholder trust, and the role of collaborative and compassionate leadership. Findings may inform future policies and professional development programs for school leaders tasked with crisis-sensitive education delivery.