School Heads’ Competencies in the Lens of VUCA: Basis for Strategic Management Plan

Abstract

This study aimed to explore the management competencies of school heads in the lens of VUCA (Volatility, Uncertainty, Complexity, Ambiguity). It assessed the school heads’ level of management competencies in terms of personnel development, financial and resource management, classroom instructional support, project and program implementation, and stakeholders’ engagement. Additionally, the research investigated the differences on the school management competencies among school heads in the three Schools Division Offices (SDOs) in Quezon province. Furthermore, the study identified the issues and challenges encountered by the school heads in managing schools in the province of Quezon. The study used the descriptive multi-methods design with a researcher-made survey questionnaire as the primary data-gathering instrument, which was substantiated by interviews and a focus group discussion with the participants. Results revealed that school heads possess management competencies across most indicators to a great extent. It was also revealed that there is no significant difference among the school heads’ management competencies. The study identified challenges and issues in school management such as insufficient funding, lack of classrooms and other school facilities, incomplete learning materials such as books, teachers’ inability to use modern instructional equipment and applications effectively, teachers’ lack of training in inclusive education, stakeholders’ limited opportunities, and resources to participate in implementing school projects, programs, and activities. Based on the key findings, a strategic management plan was designed to enhance the school heads’ competencies in handling challenges and issues brought by the VUCA environment.