Original Article

Lived Experiences of School Leaders in Providing Professional Development in The Fourth Industrial Revolution

Ianvel S. Guya

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: ianvelguya@gmail.com  

Raymond B. Magno

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: raymond.magno@perpetual.edu.ph  

Abstract

The Fourth Industrial Revolution (4IR) has significantly transformed educational systems through the integration of advanced digital technologies, pedagogical innovation, and evolving professional competencies. Within this context, school leaders play a critical role in supporting teachers’ professional development and facilitating educational transformation. This study explored the lived experiences of school leaders in providing professional development during the Fourth Industrial Revolution. Anchored on Transformational Leadership Theory, the study sought to understand how school leaders support teachers in adapting to technological advancements, instructional innovation, and continuous professional growth. Employing a qualitative phenomenological research design, the study involved ten (10) school leaders, including principals, vice principals, and academic department heads from a private basic education institution. Data were collected through semi-structured, in-depth interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that school leaders viewed professional development as a transformative, collaborative, and continuous process requiring technology integration, teacher empowerment, strategic resource management, and adaptive leadership. Six major themes emerged from the participants’ lived experiences: adapting educational leadership to technology integration, navigating challenges in technology integration, supporting infrastructure and resource development, promoting collaborative professional development, practicing transformational leadership in the digital age, and sustaining continuous professional growth. These themes underscore the dynamic role of school leaders in fostering innovation, collaboration, and lifelong learning while addressing the challenges associated with digital transformation. Based on the findings, the study proposed a Transformational Leadership-Based Framework for Professional Development in the Fourth Industrial Revolution. The framework highlights how transformational leadership practices facilitate teacher development, strengthen enabling conditions, and sustain professional growth within a technology-driven educational environment.

Keywords

educational leadership, Fourth Industrial Revolution, professional development, transformational leadership, technology integration

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Suggested APA Citation

Guya, I. S., & Magno, R. B. (2026). School leaders’ lived experiences in facilitating teacher professional development in the Fourth Industrial Revolution: A phenomenological inquiry. QualiSearch Journal of Educational Research and Practice, 2(5). https://doi.org/10.66437/qjerp.v2i5.005   

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Ianvel S. Guya is an educator and academic leader with professional experience in educational management, instructional leadership, and teacher development. He earned his Master of Arts in Education major in Educational Management from the Graduate School of the University of Perpetual Help System DALTA. His academic interests include educational leadership, teacher professional development, technology integration in education, digital transformation, organizational development, and innovative instructional practices. His research focuses on examining leadership approaches that support teacher growth and institutional improvement within rapidly evolving educational environments. 

Raymond B. Magno is a faculty member of the University of Perpetual Help System DALTA – Graduate School, specializing in technology-enhanced pedagogy and educational research. His scholarly interests include the integration of artificial intelligence in classroom instruction and the promotion of learner-centered digital education. 

Correspondence

Ianvel S. Guya

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

ianvelguya@gmail.com