This phenomenological study explores the lived experiences of school heads in implementing modular instruction during the new normal in education. As educational institutions faced unprecedented challenges due to the COVID-19 pandemic, school leaders were tasked with adapting to a modular learning approach designed to ensure continuity of education while adhering to health protocols. Through in-depth interviews and focus group discussions with ten elementary school heads in Davao Region, Philippines, the study reveals several core themes. These include adherence to school policies, strategic resource management, the creation of supportive work environments, and the necessity of flexibility and adaptability in leadership. The findings highlight the importance of effective policy implementation, resource allocation, and community engagement in overcoming the challenges of modular instruction. The study contributes to the existing literature by providing insights into how school leaders navigate these new educational realities, emphasizing the role of strong leadership and resilience. Practical implications include the need for targeted training and support for school leaders, improved resource management strategies, and fostering collaborative community partnerships. Theoretical implications reinforce the importance of leadership theories that emphasize flexibility and support. The study’s limitations include the small sample size and regional focus, suggesting the need for further research with larger, more diverse samples and longitudinal approaches.