Joyce P. Castañeros¹, Jona Jane S. Tañajura¹, Denis A. Tan^2,

Newly promoted school heads encounter challenges as they begin their duties and responsibilities, specifically in dealing with school leadership. This study was conducted to determine the challenges of the newly promoted school heads in school leadership in a public school setting. Specifically, it aimed to assess their characteristics; describe the challenges they faced in school leadership; identify how they handled the leadership challenges; and determine the kind of preparation and training in school leadership that they need. A qualitative case study approach was employed in this study. The survey, semi-structured interview, and observation were utilized in gathering the data. The participants of this study are the six (6) newly promoted school heads from Kadingilan I and II Districts from the year 2020-2022. This study utilized the three concurrent flows of activity in analyzing the data by Miles et al. (2014), which include: data condensation, data display, and drawing and verifying conclusions. Results showed that the newly promoted school heads can be characterized as interpersonally skilled, competent, flexible, patient, open-minded, and committed. Furthermore, the main challenges faced by newly promoted school heads in school leadership include staff supervision, work-life balance, school management, and dealing with the legacy of the predecessors. The newly promoted school heads handled the leadership challenges they encountered through open-mindedness, support from others, self-reliance, and time management. Lastly, the preparation and training on school leadership that newly promoted school heads need is on professional development that includes school heads development program, financial management training, and instructional supervision training program.

case study, newly promoted school heads, school leadership