stdClass Object
(
    [id] => 15416
    [paper_index] => 202503-02-020710
    [title] => UNVEILING THE STRATEGIES OF SCHOOL HEADS IN ADDRESSING RESIGNATIONS OF TEACHERS
    [description] => 
    [author] => Jessa Mae A. Lacaden
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra20710
    [year] => 2025
    [month] => March
    [volume] => 10
    [issue] => 3
    [file] => fm/jpanel/upload/2025/March/202503-02-020710.pdf
    [abstract] => The purpose of this qualitative-phenomenological study was to unveil and understand the School Heads lived experiences in addressing teacher resignations, divulge the experiences, coping mechanisms and insights of public-school heads having experience teacher resignations. It comprised of ten (10) participants selected using a purposive sample technique, with (10) public school heads in an in dept interviews. The data analysis employed data coding and thematic analysis. For the public-school heads, there were issues emerged from the problem namely: understanding teacher departure, managing teacher resignation and retention, teacher resignation management and support, managing transitions and communicating effectively when teachers resign, and challenges and concerns during teacher resignation and transition. To address the issues, school heads mentioned ways: enhancing workplace conditions and career growth, support and feedback, teacher retention and well-being strategies, teacher professional development and growth, and administrative support for teachers. They also cited insights that they could share to others, namely: supporting teacher well-being and success, strategies for teacher retention and satisfaction, creating a positive and sustainable teaching environment, fostering a supportive and collaborative work environment for teacher retention, and teacher welfare and compensation reforms. The results are deemed significant to teachers, learners, DepEd officials, administrators, and future researchers to give awareness and to develop best practices in accomplishing the dual roles of being a teacher and a district coordinator to attain high quality teaching and leadership development. 
    [keywords] => School Heads, Strategies, Leadership Practices, Qualitative-Phenomenological, New Corella, Davao Del Norte.


    [doj] => 2025-03-28
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 43
    [journal_id] => 2
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Research & Development (IJRD)
    [short_code] => IJSR
    [eissn] =>  2455-7838 (Online)
    [pissn] => - -
    [home_page_wrapper] => images/products_image/2-n.png
)
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