On Becoming Resilient to Change: School Leaders’ Views on the Enhanced Basic Education Curriculum

This study aimed to deeply explore school leaders’ perspectives on the implementation of the enhanced basic education curriculum reform. Utilizing a qualitative research approach with a multiple-case study design, the research engaged five school leaders from various educational institutions in the West District of Polomolok, South Cotabato. The findings revealed a complex leadership journey shaped by emotional demands, leadership transitions, and personal adjustments. Key themes included Resilience from Hardship, Resilience Sustains Progress, and Strength through Adversity, emphasizing how persistence and inner strength enabled leaders to respond effectively to challenges. Shifts in leadership roles were reflected in Leadership Role Shift, Hands-on Leadership Shift, and Shifting to Coaching, signifying evolving responsibilities. Emotional regulation emerged through Balanced Empathy Boundaries, Developing Stress Management, and Self-Discipline and Empathy, highlighting how leaders maintained composure while supporting others. Support systems were evident in Peer Support and Self-Care, Strong Sense of Community, and Strong Supportive Teamwork, underscoring the significance of collective effort. Adaptation to change was captured in Adapting to New Technologies, Control through Planning, and Open for Adaptation. Overall, resilience emerged as the unifying force across all domains, offering valuable insights into leadership adaptability and emotional intelligence within educational reform contexts. The study contributes to a deeper understanding of how school leaders sustain effective leadership amid systemic and emotional challenges in curriculum implementation.