Abstract
School leaders from the Philippines and around the world are confronted by shockingly high degrees of difficulties. Threats are present that many, if not all, school organizations have faced in the past. Due to the fact that teachers were underprepared when the pandemic hit, education in the new normal requires numerous adaptations. The purpose of this study was to ascertain the actual experiences, weaknesses and opportunities of the school administrators and public-school teachers in the new normal education in Alcantara District, Cebu province for the school year 2022-2023 as basis for proposed management plan. Specifically, this research explored the challenges of the administrators as to Learning Continuity Plan (LCP), Challenges in Introduction of LCP through Webinars, and Student’s Issues. It also investigated the coping mechanisms of school administrator in addressing the aforementioned challenges and the suggestions can be made to help the other administrators cope up the post effect of the pandemic. This paper utilized qualitative approach particularly Heideggerian phenomenology in the current study. This design is used to examine the lived experiences of school administrators on how flexible learning is being used as a modality in the new normal. There 9 participants who made the data saturated across 9 schools in Alcantara. The phenomenological model explains the participants' interpretations of their experiences. Based on the results of this study, the adaptable mindset of the elementary school administrators toward instructing and learning in the new normal was evident despite all the difficulties they face, it is clear. The Covid-19 epidemic brought with it advantages, disadvantages, In the new normal, teacher educators face both possibilities and risks. The instructors interpreted the flaws as opportunity for teaching lessons throughout the pandemic.
