UNVEILING THE ESSENCE OF ‘NEXT NORMAL’

SCHOOL LEADERSHIP: A PHOTOVOICE

EXPLORATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 82-95
Document ID: 2023PEMJ1240
DOI: 10.5281/zenodo.8392931
Manuscript Accepted: 2023-29-9
Psych Educ, 2023, 14: 82-95, Document ID:2023 PEMJ1240, doi:10.5281/zenodo.8392931, ISSN 2822-4353
Research Article

Unveiling the Essence of ‘Next Normal’ School Leadership:

A Photovoice Exploration
Vince Jayson A. Villorijo*, Henry E. Lemana II, Theresa G. Zabala
Emee I. Ruego, Grace L. Cornelio, Marites J. Verdadero
For affiliations and correspondence, see the last page.
Abstract
In the wake of unprecedented educational challenges and shifting paradigms, the search for qualities
essential in the 'next normal' school leader becomes increasingly imperative. This study employs a
pioneering photovoice approach to delve into teachers' perspectives on the fundamental attributes
desired in an effective educational leader. Thematic analysis of participant- generated images and
narratives reveals four salient themes: the art of fluidity, the mastery of technology's dance, the
symphony of wellness and vitality, and the quest for a spiritual compass. These themes collectively
portray an intricate mosaic of leadership qualities necessary to navigate the contemporary
educational landscape. This photovoice study offers fresh insights into the desired qualities of 'next
normal' leaders and establishes a bridge between contemporary educational trends and established
leadership theories. The findings illuminate a path for educational institutions, policymakers, and
leadership development programs to cultivate leaders embodying these multifaceted qualities,
facilitating effective leadership in an ever- evolving educational landscape.

Keywords: educational leadership, next normal, school leader, qualities, photovoice

Introduction navigate the intricacies of these tools and effectively

Throughout the annals of history, humanity has borne
witness to profound catastrophes and fractures that
have reverberated across all strata of society. The
latest of which has been the emergence of the
COVID-19 pandemic. Spanning numerous countries, it
has unfurled an era of unparalleled challenges,
impacting diverse sectors such as healthcare and
education (Donthu & Gustafsson, 2020; Harland et al.,
2021; Rasul et al., 2021; Xiang et al., 2021; Zhang et
al., 2022). This far-reaching crisis has left an enduring
imprint on multiple facets of our world, with education
standing notably affected (Azevedo et al., 2021;
Elumalai et al., 2021). In fact, educational institutions,
ranging from primary schools to esteemed universities,
have been compelled to shutter their physical
premises, ushering in an expeditious shift towards
online and remote learning modalities – colloquially
coined as the 'new normal' (Pacheco, 2021;
Rahmatullah, 2021). Consequently, the ‘new normal’
presented teachers with various substantial challenges
to fulfill their critical roles (Rapanta et al., 2021;
Torres et al., 2022).
The abrupt transition from traditional classrooms to
digital platforms is among teachers' most significant
hurdles (Alolaywi, 2021). This sudden change has
necessitated the rapid acquisition of digital
competencies and technological prowess, leaving
many educators grappling with unfamiliar online
teaching tools, video conferencing software, and
content creation platforms. The urgency of this
transformation has resulted in teachers needing help to
integrate them into their pedagogical strategies (Singh
et al., 2022).
Furthermore, the transformation in the teacher-student
dynamic has introduced a substantial challenge. The
absence of face-to-face interaction has rendered it
arduous for educators to assess students' engagement
levels accurately, comprehend their learning
requirements, and offer timely feedback (An et al.,
2021). Establishing the emotional connection that
underpins effective teaching has likewise become a
formidable task through virtual channels, undermining
the capacity to foster rapport and cultivate an
environment conducive to learning (Sepulveda-
Escobar & Morrison, 2020; Zhang, 2021). As the
pandemic continues to shape the educational
landscape, it is undeniable that the experiences and
voices of teachers navigating these challenges will
profoundly impact the future of education.
In the wake of the "new normal" brought about by the
COVID-19 pandemic, a subsequent concept has
emerged – the "next normal." The term "next normal"
encapsulates the ongoing period we find ourselves in,
characterized by a shifting landscape transcending the
initial rapid adaptations necessitated by the pandemic
(Bozkurt & Sharma, 2020; Sneader & Singhal, 2021;
Xie et al., 2020). As the world continues to grapple
with the effects of the crisis, it has become clear that
the changes instigated by the pandemic are not just
temporary measures but a catalyst for long-term
transformations in various sectors (Barbarossa, 2020),
including education (Nickerson & Sulkowski, 2021;
Nóvoa & Alvim, 2020).

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In other words, the "next normal" reflects a more
nuanced understanding that the initial disruptions were
not just isolated reactions to a crisis but the start of a
journey toward a redefined way of living, working,
and learning. Unlike the initial shock of the pandemic,
the "next normal" is characterized by a greater sense of
stability amidst ongoing uncertainty (Flaminiano et al.,
2021). This period acknowledges that some of the
changes implemented during the pandemic will persist
b ey on d its i m m ed iat e im p act while also
acknowledging that further adjustments and
innovations will be required. Moreover, the concept of
the "next normal" underscores the recognition that the
challenges faced during the pandemic – such as
adapting to remote learning, addressing equity
concerns, and redefining the role of educators – are
ongoing rather than transient (Musikanon, 2022; Xie et
al., 2020). Thus, while the urgency of the initial crisis
prompted immediate action, the "next normal"
compels us to engage in thoughtful reflection and
continuous improvement, ensuring that the changes
made are sustainable and inclusive.
On that note, in the evolving landscape of education,
marked by transformative changes and the aftermath
of the pandemic, the researchers argue that the role of
strong leadership takes on heightened significance.
This is particularly crucial for providing guidance and
direction to educators who prepare the next generation
for an increasingly complex world. As the education
sector transitions into this "next normal," it becomes
imperative to establish effective leadership that
navigates the uncertainties and empowers teachers
through collaboration and tailored support. We believe
that by valuing teachers' perspectives and involving
them in shaping the leadership approach, a culture of
shared responsibility is fostered, promoting innovation
and adaptability. For us, a leader's receptiveness to
teachers' insights facilitates informed decision-making,
aligning strategies with the realities of classrooms and
enhancing student outcomes.
Research has been abundant (see Caratiquit &
Caratiquit, 2022; Geverola et al., 2022; Katog, 2022;
Thornton, 2021) examining the experiences,
challenges, and coping mechanisms of school leaders
and teachers amidst the 'new normal' of remote and
online learning, as well as studies focusing on
educational leadership within this context, and
reflections from leaders, teachers, and students on their
journeys through this unprecedented shift (Francisco &
Nuqui, 2020; Hanafi et al., 2021; Nurabadi et al.,
2022, Yokus, 2022). Past studies have also offered
implications on education leadership in the next
normal (e.g., Aguiling & Racelis, 2021; Ancho, 2020;
Villorijo et al.
Buheji & Sisk, 2020; Harris & Jones, 2020;
Mavrogordato & White, 2020; Netolicky, 2020).
Nevertheless, there remains a noticeable gap in
research when it comes to delving into the perspectives
and voices of teachers concerning "educational
leadership" as we transition to what can be termed the
"next normal," as involving teachers in the dialogue
about the qualities they believe are essential in school
leaders during the transition to the "next normal" is
integral to fostering effective educational leadership.
Their insights provide a comprehensive and practical
perspective that can guide school leaders in facilitating
a successful transition, promoting teacher well-being,
and ensuring high-quality education delivery in a
rapidly evolving educational landscape.
Through an exploration of teachers' viewpoints on the
essential qualities of a school leader poised to address
the challenges of the "next normal," this qualitative
study, utilizing a photovoice approach, aims to
contribute to the current literature on leadership
dynamics amidst periods of transformative change,
particularly within the context of the next normal
environment. The insights derived from this inquiry
hold the potential to offer substantial advantages to
both present and future school leaders, encompassing
those at the institutional level as well as district leaders
and broader professional organizations. With this
foundation, the study is guided by the central question:
What qualities are imperative for a school leader of the
next new normal, as envisioned by teachers?
Leadership in education at present: What kind do
we need?
Adopting a holistic perspective, leadership entails the
capacity of individuals with diverse competencies to
equip organization members with the essential
knowledge and skills to achieve the objectives of the
institution (Amanchukwu et al., 2015; Ireland & Hitt,
1999). This involves steering members towards a
collective focus on organizational goals, fostering
collaborative efforts, and instilling a sense of
organizational motivation (Winston & Patterson,
2006). Leadership's definition is fluid, evolving based
on personal, social, and organizational attributes,
shaping the perspectives and expectations attached to
it (Pfeffer, 2017). Hence, each leadership style carries
distinctive characteristics suitable for specific contexts,
functioning optimally under anticipated circumstances
(Hansen & Villadsen, 2010). However, when facing
turbulent times such as the pandemic, Harris and Jones
(2022) opine that the leadership style necessitates
adaptation, as the era of stability, continuity, and
relative calm has been replaced by unprecedented
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conditions, void of standardized frameworks,
benchmarks, precedents, or blueprints (Bozkurt et al.,
2020).
In the educational realm, school leaders play a pivotal
role in fostering unity within their institutions
(Dumulescu & Muţiu, 2021; Gallos & Bolman, 2021).
Put differently, their direction is instrumental in
driving school improvements and orchestrating quality
institutional objectives; these leaders are expected to
engage closely with their team, harnessing
collaboration to influence and guide others toward
shared objectives. Hence, it is believed that
influencing followers by cultivating trust-based
relationships is a hallmark of influential leaders
(Lemoine et al., 2019). This is echoed in DepEd Order
No. 42, s. 2007 defines the role of a school head as the
individual responsible for administrative and
instructional supervision within a school or a cluster of
schools (Pacala, 2023). With this order, school heads
are defined as pivotal figures entrusted with organizing
objectives and devising projects aligned with the
institution's needs and stability. Thus, the qualities a
school head embodies significantly impact the school's
success. However, the pandemic has radically
transformed the educational landscape, rendering
school heads' roles and responsibilities more complex
and challenging, particularly in the Philippines,
consequently exerting a far-reaching influence on the
educational framework (Katog, 2022; Toquero, 2020).
Propelled by the challenges in education amid the
pandemic, DepEd Order No. 032 s. 2020, also referred
to as the "Guidelines on the Engagement of Services of
Learning Su ppor t Aides to Reinforce the
Implementation of Basic Education Learning
Continuity Plan (BE-LCP) during the COVID-19
Pandemic," underscores the commitment to deliver
quality education despite the ongoing health
emergency in the Philippines. Concurrently, DepEd
Order No. 012 s. 2020 mandates that administrators
integrate various learning delivery modalities (LDMs)
into their learning continuity plans, aligning with the
"next normal" trends in education defined by
COVID-19 protocols. Amidst this, school heads have
still grappled with unfamiliar territory. They face the
challenge of understanding and navigating the
evolving educational landscape (Katog, 2022; Tanucan
et al., 2022; Toquero, 2020).
It is pertinent to note that while crisis-induced
leadership primarily addresses human-generated
threats, more insight is needed regarding leadership
challenges and organizational outcomes stemming
from other forms of threats, including COVID-19.
Villorijo et al.
These situations profoundly affect organizations'
resilience against unprecedented challenges,
contingent on leaders' capacity to manage these
circumstances (Barhate et al., 2022). Therefore, in the
"next normal," leaders who demonstrate the ability to
effect change and exhibit fearlessness are of
paramount importance (Fullan, 2023). They must also
exhibit moral courage to be effective transformational
leaders (Shields, 2017). Likewise, the demand for
leaders in the "next normal" has spotlighted a
departure from traditional hierarchical structures,
necessitating leaders capable of meeting the changing
world's demands (Buheji & Sisk, 2020). This period
has underscored the need for leadership qualities and
attitudes that go beyond those traditionally emphasized
by leaders in the past. As articulated by Mavrogordato
and White (2020), school leaders assume a pivotal role
as arbiters of educational opportunity by shaping the
translation and implementation of policies within their
schools. This position empowers them to bridge the
gap between policy formulation and practical
application, allowing them to strategically allocate
resources, design curricula, and create an inclusive
learning environment that caters to the diverse needs
of students. School leaders wield significant influence
in determining how policies are executed through their
decisions and actions, ultimately shaping the
educational experiences and opportunities available to
students within their institutions.
Moreover, Aguiling and Racelis (2021) assert that
qualities such as building trust and respect, exercising
vigilance, sharing knowledge, aiding in problem-
solving, and resilience in overcoming challenges
define virtuous leadership; leaders today must also
display assertiveness and innovative problem-solving
skills (Ancho, 2020; Buheji & Sisk, 2020).
Additionally, vital attributes for effective leadership in
the evolving landscape include agility, foresight, risk
assessment, and accountability (Netolicky, 2020).
Harris and Jones (2020) affirm that leaders who
embrace shared authority, responsiveness, and the
promotion of interconnectedness are better equipped to
adapt to the "next normal" through a distributed
leadership approach. Given the circumstances of this
new era, the success of organizations rests on leaders'
ability to navigate change and embody the qualities
demanded by the present environment. Amid these
conditions, leadership traits that challenge
conventional paradigms become pivotal drivers for
transformative endeavors, safeguarding the sustained
achievement of organizational goals.
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Methodology
Design
The current study has employed the qualitative
photovoice method to unravel the indispensable
qualities the next normal school leader must possess.
Developed by Wang and Burris (1994, 1997),
photovoice is a participatory action research (PAR)
methodology that facilitates active participant
engagement. This approach proves particularly
effective in delving into the intricate fabric of a
community's strengths and challenges by employing
visual documentation to advocate for the involvement
of governmental bodies (Wang & Redwood-Jones,
2001). This technique empowers individuals within a
community to utilize photography to voice their
experiences and perspectives, resulting in a rich and
multifaceted representation of their viewpoints.
Furthermore, this methodology offers several distinct
advantages, as elucidated within the existing literature.
The participatory nature of photovoice instills a sense
of empowerment among participants, enabling them to
contribute to the research process actively (Budig et
al., 2018). With that, the approach lends a compelling
authenticity to the data by utilizing visual evidence,
elevating its impact, and resonating with a broader
audience. Moreover, the visual element of photovoice
often serves as a universal language, transcending
potential language barriers and allowing for a broader
reach of communication (Christensen et al., 2020).
This method also fosters a sense of collaboration and
co-creation between researchers and participants,
leading to a more comprehensive and nuanced
understanding of the subject matter (Evans-Agnew et
al., 2022). In that sense, photovoice can uncover
insights that might otherwise remain obscured by
traditional research methods by incorporating
participants as active agents in the research process.
Participants
The research methodology for this study involved a
deliberate and thoughtful selection process to ensure
the inclusion of participants who could offer valuable
insights. A total of 20 participants were chosen
through voluntary sampling, a method in which
individuals willingly choose to participate based on
their own interest and willingness (Murairwa, 2015).
To ensure the relevance of the insights, specific
inclusion criteria were established. Firstly, participants
were required to have practical teaching experience
Villorijo et al.
during the pandemic period. This criterion aimed to
capture firsthand perspectives from educators who
navigated the unique challenges posed by the
Covid-19 crisis in educational settings. Furthermore,
participants had to be actively engaged in teaching
roles within the DepEd school system, encompassing
both elementary and high school levels. This criterion
was essential to align the study's findings with the
Philippine education system and the study's
overarching focus on the qualities demanded of the
next normal school leader. Likewise, the participants'
genuine willingness to contribute actively to the study
was a pivotal requirement. This ensured that shared
insights would stem from a place of true interest and
engagement.
The process commenced with a public call for
participants, which was disseminated on the Facebook
accounts of the researchers. This call spanned two
weeks, allowing interested educators to express their
desire to participate in the study. Following the call,
the research team undertook a meticulous screening
process. Each potential participant was assessed
against the established inclusion criteria. Those who
met all the criteria formed the final cohort of 20
participants, ensuring that the selected individuals
possessed the requisite qualifications and experiences.
While the researchers did not initially specify a
specific geographical location for the study, indicating
openness to participants from any public school in the
Philippines, it is noteworthy that all the participants
who voluntarily chose to participate were from
Mindanao. Among these participants, 11 were
affiliated with elementary schools, while nine were
associated with high schools. Their ages exhibited a
range from 25 to 36 years. In terms of professional
experience, they had been teaching within the public
school system for seven to 18 years. This unique
composition of participants from Mindanao offers a
localized perspective, potentially influenced by the
region's distinct educational context and challenges.
Data Collection
The research team initiated the data collection phase
by issuing a public call for volunteers, seeking
educators who met specific criteria outlined for
participation. The call was widely distributed across
various platforms, emphasizing inviting individuals
who fulfilled the established prerequisites to express
their interest in joining the study. After the designated
two-week period for the call ended, the research team
transitioned to the screening phase. Each expression of
interest was carefully reviewed against the inclusion
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criteria during this stage. These criteria encompassed
active teaching experience during the pandemic,
current employment within the DepEd school system
(spanning both elementary and high school levels), and
a genuine willingness to actively contribute to the
research endeavor.
With the final group of participants selected, the data
collection process delved into the core methodology –
the qualitative photovoice approach. This innovative
method, conceptualized by Wang and Burris (1994,
1997), empowered participants to communicate their
perspectives on essential leadership qualities through
visual imagery. Each participant was encouraged to
capture three photographs maximum that symbolized
their views on effective leadership within the evolving
educational landscape. These visual representations
were coupled with accompanying narratives, wherein
participants elaborated on the significance and context
of their chosen images. This synthesis of visuals and
narratives provided a multi-dimensional understanding
of participants' viewpoints. Throughout the data
collection phase, open lines of communication (via
Facebook Messenger or emails) were maintained
between the research team and participants. Regular
check-ins were conducted to address any questions or
concerns participants might have had. This
collaborative engagement fostered a conducive
environment for participants to share their insights
candidly and comprehensively.
Data Analysis
The process began with the careful organization of the
collected data. This involved transcribing participants'
narratives and ensuring the visual imagery and
accompanying explanations were accurately
represented. This step was pivotal in facilitating an in-
depth exploration of the data. Subsequently, the
research team engaged in a process of coding. This
entailed breaking down the data into smaller,
manageable units known as codes. These codes were
generated based on recurring words, phrases, and
concepts in the participants' narratives and visual
representations. The codes served as a means of
categorizing the data, enabling the researchers to
identify common themes and patterns across different
participants' perspectives.
Once the coding process was complete, the research
team moved on to the stage of thematic analysis.
During this phase, the codes were grouped into
broader themes that encapsulated overarching concepts
emerging from the data. This step required careful
consideration and an iterative approach, as themes
Villorijo et al.
were refined and adjusted to capture the nuances of
participants' viewpoints accurately. The identified
themes were then interpreted and analyzed to extract
meaningful insights. The research team scrutinized the
connections between themes, looking for relationships
and associations that provided a deeper understanding
of the qualities expected of the next normal school
leader. Quotes and excerpts from participants'
narratives were used to exemplify and support the
identified themes, ensuring that the analysis remained
grounded in participants' authentic voices.
The research team maintained a commitment to
objectivity and rigor throughout the data analysis
process. Peer discussions and member checks were
conducted to validate the interpretations and ensure
that the findings accurately represented participants'
viewpoints. The process culminated in synthesizing
the findings, where the research team distilled the
identified themes into a cohesive narrative that
provided a comprehensive understanding of the
qualities desired in the next normal school leader.
Ethical Considerations
Ethical considerations were rigorously observed
throughout the study, ensuring the rights and well-
being of participants. Informed consent was obtained
from all participants, providing them with
comprehensive information about the study and the
freedom to withdraw. Confidentiality was maintained
by using identifiers instead of real names (i.e.,
pseudonyms were employed– P1, P2, P3… P20) and
securing data storage. Participants' autonomy was
respected, and resources were provided for emotional
well-being if needed. The research team also ensured
transparency and responsible dissemination of
findings, upholding ethical standards from recruitment
to data analysis and reporting.
Results
The findings illustrate the response to the question of
what qualities are essential for the ‘next normal’
school leader, as envisioned by teachers. These
attributes are organized thematically into four key
areas: the art of fluidity, the mastery of technology's
dance, the symphony of wellness and vitality, and the
quest for a spiritual compass. This presentation
encompasses both visual depictions and narrative
accounts. Each primary theme is exemplified through
multiple photographs, each accompanied by succinct
descriptions provided by the participating individuals.
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The Art of Fluidity

This theme encapsulates the notion of adaptability and

flexibility in the context of school leadership. It
represents the ability of a school leader to navigate
swiftly and seam lessly through changing
circumstances, challenges, and dynamics within the
educational landscape. Just as a river flows around
obstacles and adjusts to its environment, a school
leader with the "art of fluidity" can pivot, adjust
strategies, and embrace novel approaches when faced
with unexpected situations. This theme highlights the
importance of leaders who can harmonize with change,
inspiring a sense of agility and resilience within the
educational community.

P2 chosen image, a glass of water, signifies a universal

need for hydration. She parallels this with a leader's
role: "A leader should resemble the flexibility of
water, continuously flowing to support the diverse
needs of every member." She eloquently describes a
leader's ability to blend and interact with various
needs, fostering harmony. Her analogy encapsulates a
leader's adaptability and inclusiveness, akin to water's
transformative qualities.
Within the context of "the art of fluidity," P7's choice
of a key holds significance. This symbolizes the act of
"unlocking the close-minded members." The
participant envisions a leader with the flexibility to
"blend with each member to be an eye-opener."
Drawing parallels with a key's functionality, they
describe how it can be "twisted, pushed, and pulled" to
open minds. This vividly portrays a leader's role in
ushering transformation by adapting to change and
guiding the community toward goals. This depiction
aptly captures the concept of fluidity, wherein a
leader's adaptability and interaction lead to unlocking
minds and facilitating positive change.

P3's choice of an inverter air conditioner intriguingly

relates to the theme "the art of fluidity." As she
expressed, a next normal leader should be "resourceful
but less consumption of electricity like inverter air
conditioner." This choice reflects the leader's capacity
to adapt and manage resources efficiently, similar to
how inverter technology optimizes energy usage. P3's
perspective illustrates that such a leader, even when
responsible for many, demonstrates the ability to "find
its way to cool down everyone using the resources in
the surrounding." This portrayal vividly connects the
notion of fluidity, indicating how a leader creatively
navigates challenges while utilizing available
resources effectively.

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In the same way, P11's selection of a Bamboo Tree advocating against undue reliance on teachers for
stands as a compelling representation. This choice tasks. This singular perspective encapsulates the
embodies the notions of "elasticity and flexibility," theme, highlighting a leader's adeptness in seamlessly
attributes that reflect a leader's ability to endure integrating technology like a dancer mastering intricate
without breaking eve n "under trials." The participant moves.
envisions an emerging leader characterized by the
qualities inherent in a bamboo tree—being
"innovative, versatile, courageous, determined," and
demonstrating holistic capabilities in school
management. This depiction poignantly captures the
concept of fluidity, illustrating a leader's aptitude for
adaptation, resilience, and comprehensive leadership,
mirroring the bamboo's graceful response to varied
circumstances.

P8 draws an analogy, envisioning a next normal school

leader as a book. Similar to a book, a leader
accumulates a treasure trove of "stories, experiences,
and trials" that contribute to their success. This
metaphor signifies a form of technology that offers
inspiration to both teachers and students, particularly
in the pursuit of their aspirations and dreams. P8's
perspective harmoniously fits the theme, mirroring the
intricate steps of mastering technology's role in
education, much like the artistry of dance.

The Mastery of Technology's Dance.

This theme signifies the need for a next normal school

leader to skillfully navigate and utilize technology in
education. Similar to a dancer's mastery of
movements, this theme emphasizes the leader's
proficiency in integrating various technological tools
and strategies seamlessly within the educational
context. It highlights the importance of staying current
with tech trends and effectively incorporating
technology for improved teaching, learning, and
communication.

P1 likens a next normal school leader to a laptop. P1

underscores the leader's imperative to "learn to explore
new things," sharing these discoveries with students
and co-teachers. The participant emphasizes that the
leader's adaptation to the "latest trends in society" is
pivotal in guiding the new generation. Additionally, P1
stresses the significance of computer literacy,

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The Symphony of Wellness and Vitality.

This theme encapsulates the idea of a next normal

school leader fostering a harmonious and vibrant
environment that prioritizes the holistic well-being of
everyone in the educational community. This involves
strategies for physical, mental, and emotional health,
creating an atmosphere where all individuals can
flourish. Just as a symphony blends different
instruments, a leader orchestrates elements that
resonate well-being throughout the educational space.

P13 metaphorically likens a next normal school leader

to makeup, symbolizing inner and outer beauty. P13
explains that the leader's role is to "enhance the beauty
of the school" by nurturing teachers' and students'
capabilities, talents, and skills. This effort creates a
harmonious environment where everyone "glows
differently" and contributes to overall happiness. P13's
perspective aligns with the theme, portraying a leader
who orchestrates an atmosphere where well-being and
vitality resonate, much like the components of a
symphony coming together.
The "mirror" photo relates to the theme "The
Symphony of Wellness and Vitality" with the idea that
a next-normal leader fosters well-being and unity. As
P20 stated, "Mirror reflects commitment to well-
being," and the leader, like a conductor, "harmonizes
strengths for a vibrant community." The mirror also
promotes "self-care and empathy," enhancing "shared
vitality." In essence, the photo symbolizes "nurturing
well-being for a thriving community."

Situated within the theme "The symphony of wellness

and vitality," P17 likens a next normal school leader to
vitamins. P17 elaborates that the leader serves as a
comprehensive supplement, not solely for students but
the entire society. The leader's role extends to
"boost[ing] the confidence and supply[ing] what is
needed" for learners to adapt and thrive within the next
normal context. This perspective seamlessly aligns
with the theme by portraying a leader's orchestration
of well-being and vitality, much like the harmonious
symphony of elements in play.

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The Quest for a Spiritual Compass.

This theme underscores the importance of a leader's

moral and ethical alignment with a higher purpose, akin
to the quest for a spiritual compass that guides their
leadership journey. It emphasizes that a leader's
actions, decisions, and interactions should be guided
by principles that contribute to the overall harmony
and well-being of the educational community.

P19's viewpoint finds resonance. Just as P19 conveys

that "even in the darkest moments, a light always
illuminates a path to a better way," this theme
highlights the pursuit of values and purpose that act as
guiding lights for school leaders. P19's perspective of
leaders as "beacons for their peers," inspiring, igniting
passion, and fostering perseverance, aligns seamlessly
with the theme's essence of a spiritual compass. This
perspective reinforces that a leader's actions, guided by
moral principles, serve as beacons guiding the
educational community toward better paths of growth
and success, despite challenges. This thematic
connection echoes the harmonious interplay of values
within the symphony of leadership.

P9's imagery of a "footwear" carries a profound

significance. Just as P9 portrays that a school leader
should be "grounded and always be kind," this theme
delves into the essence of a spiritual compass guiding
leaders toward values such as kindness, resilience, and
protection. P9's symbolism of footwear as a
"protection to someone who inspires and protects"
resonates with the theme's focus on ethical principles
that safeguard and nurture the educational community.
This thematic alignment emphasizes that a leader's
steadfast commitment to moral grounding, much like
the protective role of footwear, fosters effective and
compassionate leadership for the present generation.
P12's analogy of an "administrator" to a "bible"
resonates deeply. P12's view that an administrator
resembles a guide, "instructing and directing the
correct route toward improving one's character in
God's eyes," encapsulates the theme's exploration of
ethical and spiritual guidance for leaders. Just as P12
equates school rules to a "law" to be followed, this
theme underscores the importance of adhering to
moral principles akin to following the guidance of a
compass. P12's perspective reflects the theme's

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essence, portraying a leader's journey towards ethical
alignment and spiritual direction, much like navigating
with a compass, ensuring actions remain true to higher
principles.
Discussion
The art of fluidity
Studies explain that the call for adaptability in
leadership seamlessly aligns with the foundational
principles of transformational leadership theories,
which emphasize leaders' capacity to inspire and
readily adapt to evolving circumstances (Ackoff; 1999;
Anderson, 2017; Bass, 1999; Bass & Riggio, 2006).
Other researchers highlight the imperative for
"adaptability" in the next normal for school leaders.
This quality is underscored by Barhate et al. (2022) in
crisis management and transformative leadership's
nurturing of adaptability. Fullan (2023) endorses
change-driving leaders with moral courage, echoing
transformational leadership's adaptable influence.
Shields (2017) links moral courage to ethical
transformational leadership, showcasing adaptability
in ethical decision-making. Fo Buheji and Sisk (2020),
school leaders should depart from tradition to
transformational innovation, signifying adaptability's
role in change. Mavrogordato and White (2020) relate
school leaders shaping education to transformational
empowerment, revealing adaptability in educational
leadership. These insights collectively emphasize the
paramount importance of adaptability in navigating the
complexities of education's "next normal," where
leaders must fluidly respond to new challenges, inspire
change, and foster growth in the ever-changing
educational landscape.
The mastery of technology's dance
In the context of the "next normal" educational
landscape, there is a notable emphasis on the
technological acumen of school leaders. This emphasis
aligns seamlessly with extensive research on
integrating technology into education (e.g., Ahmadi,
2018; Emre, 2019; Lazar, 2015; Ratheeswari, 2018;
Tondeur et al., 2017). This alignment underscores the
significant potential of technology to drive positive
transformations in organizational development while
enhancing teaching and learning outcomes. This
current emphasis recognizes that technological
proficiency is not merely an add-on skill but a crucial
competency for educational leaders to navigate the
evolving educational landscape (Arokiasamy et al.,
2015; Asio & Bayucca, 2021; Beaudoin, 2015). These
Villorijo et al.
studies support the assertion that as technology
becomes increasingly integrated into education, school
leaders who understand technological tools and trends
are better equipped to guide institutions toward
streamlined administrative processes, innovative
instructional approaches, and enriched student learning
experiences. Ergo, this underscores the pivotal role of
school leaders in effectively leveraging technology to
shape the future of education in the "next normal."
The symphony of wellness and vitality
This theme emphasizes the role of a next normal
school leader in creating a harmonious and vibrant
environment that prioritizes the holistic well-being of
everyone in the educational community. The findings
suggest that in the context of the next normal, school
leaders have a significant role in fostering a positive
environment that supports the physical, mental, and
emotional health of teachers, students, and the broader
community. Numerous research studies have delved
into how different leadership styles leaders adopt
within an organization can influence the well-being of
their employees or students. For instance, Chughtai et
al. (2015), Nielsen et al. (2009), Skakon et al. (2010),
and Zeike et al. (2019) collectively suggest that how
leaders lead can significantly impact the overall well-
being of those under their guidance. Consequently,
leaders who embrace transformational or servant
leadership prioritize the growth of employees or
students, fostering a positive environment that
encourages collaboration, open communication, and
personal development. This can enhance job
satisfaction, lower stress, and boost mental well-being
(Gotsis & Grimani, 2016; Persaud, 2015). Conversely,
leaders adopting autocratic or micromanaging styles
can harm well-being through increased stress, reduced
autonomy, and stifled creativity (Khan, 2015; Ng'ethe
et al., 2012). Meanwhile, other studies (Roche et al.,
2014) highlight the crucial role of leaders' personal
well-being in their leadership effectiveness. Leaders
who prioritize self-care by managing stress,
maintaining a healthy work-life balance, and seeking
support when needed tend to lead with more clarity,
energy, and resilience (Roche et al., 2014; Skakon et
al., 2010). This positively influences their decision-
making, problem-solving, and overall ability to
navigate challenges.
The quest for a spiritual compass
The theme emphasizes the importance of leaders'
actions, decisions, and interactions being driven by
principles that contribute to the overall harmony and
well-being of the educational community. The findings
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suggest that effective leadership in the next normal
requires leaders to align their actions with a set of
moral and ethical values that serve as guiding lights.
Participants convey that leaders should embody and
uphold values that inspire, protect, and guide,
ultimately contributing to the well-being and growth of
the community. Research on ethical leadership in
education underscores the significance of leaders'
moral values in establishing and nurturing a positive
and ethical school culture (Duignan, 2014; Xu et al.,
2016). Ethical leadership involves leaders making
decisions and taking actions that align with a strong
moral compass and principles of fairness, honesty,
integrity, and respect (Lumpkin & Achen, 2018; Sama
& Shoaf, 2008). These suggest that when school
leaders prioritize and demonstrate ethical behavior,
they set a powerful example for their staff and
students. It could be argued that this not only cultivates
an environment of trust and transparency but also
fosters a sense of moral responsibility among all
school community members. Moreover, when leaders
consistently model ethical behavior, it encourages
others to uphold similar values in their interactions and
decision-making processes. At the same time, studies
on transformational leadership emphasize the role of
leaders as role models who inspire and guide followers
toward a shared vision. Studies (e.g., Bush, 2020;
Bush & Glover, 2014; Gülcan, 2012; Mendels, 2012)
on values-based leadership emphasize the significance
of leaders aligning their actions with core values to
promote ethical decision-making and positive
organizational outcomes.
In a rapidly changing environment, these findings
equip leaders with the tools to embrace change nimbly
and cultivate a stakeholder-centric approach. They
emphasize the vital role of technology in enhancing
teaching and learning while underscoring leaders'
responsibility to promote well-being and ethical
behavior. Moreover, these insights reshape leadership
development, cultivating future leaders who can
adeptly address contemporary challenges. This impact
reverberates beyond institutions, fostering well-
rounded individuals primed for success in academia
and society. Put differently, the findings pave a clear
path for educational institutions, policymakers, and
leadership development programs. By nurturing
leaders who e mb o dy the i d e n t i f i e d
qualities—adaptability, technological proficiency,
well-being advocacy, and ethical leadership—these
stakeholders can cultivate effective leadership in an
ever-evolving educational landscape. in effect,
educational institutions can identify and support
leaders aligned with these attributes. Policymakers can
shape policies to promote and recognize such
Villorijo et al.
leadership qualities. Likewise, leadership development
programs can integrate these insights to better equip
aspiring leaders for the demands of the 'next normal'
educational environment.
Conclusion
In conclusion, the study's findings unveil a clear desire
among teachers for a 'next normal' school leader who
embodies a unique amalgamation of essential qualities.
Teachers yearn for leaders who possess the art of
fluidity, adeptly navigating challenges with
adaptability and flexibility. They aspire for leaders
who master the dance of technology, seamlessly
integrating innovative tools to enhance education and
keep pace with evolving trends. Moreover, teachers
envision leaders who orchestrate a symphony of
wellness and vitality, fostering a holistic environment
where well-being is prioritized for both students and
educators. Furthermore, the study highlights teachers'
aspiration for leaders who seek a spiritual compass,
exemplifying ethical values and moral guidance that
resonate throughout the educational community. The
findings underscore the teachers' aspiration for leaders
who encompass these qualities, illuminating a path
toward effective and holistic leadership in the ever-
evolving educational landscape.
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Affiliations and Corresponding Information
Vince Jayson A. Villorijo
Christ the King College De Maranding, Inc. – Philippines
Henry E. Lemana II
Walailak University – Thailand
Theresa G. Zabala
Sagayen National High School
Department of Education – Philippines
Emee I. Ruego
F. Bangoy Central Elementary School
SPED Center – Philippines
Grace L. Cornelio
Simulao Integrated School – Philippines
Marites J. Verdadero
Temporan Elementary School
Department of Education – Philippines

Xiang, S., Rasool, S., Hang, Y., Javid, K., Javed, T., & Artene, A. E.
(2021). The effect of COVID-19 pandemic on service sector
sustainability and growth. Frontiers in Psychology, 12, 1178.

Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19

pandemic–online education in the new normal and the next
normal. Journal of Information Technology Case and Application
Research, 22(3), 175-187.

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