School-Based Resilience Leadership Framework for Principals in Times of Disaster

Disasters pose significant threats to schools, impacting their safety and operations. This study employs a phenomenological qualitative design to explore how school principals lead with resilience during disasters. Participants, selected for their experiences with human-induced (armed conflict, fire) and natural disasters (earthquake, pandemic, typhoon, volcanic eruption), demonstrated resilience through evidence-based decisions and proactive actions. In the pre-disaster phase, principals empower stakeholders through awareness campaigns and training. During disasters, they embody care and the culture of bayanihan (communal collaboration). Post-disaster, they drive adaptive and sustainable initiatives. These practices shaped a localized school-based resilience leadership framework to guide other school leaders.