The Philippines’ Sultan Kudarat province conflict has experienced the impact of the Moro conflict between Muslim groups fighting for autonomy, and the national government. Since the conflict began in 1968, around 150,000 people have been killed. Fighting persists despite the signing of a peace deal in 2014 with the Moro Islamic Liberation Front (MILF).
In areas marked by armed conflict, the role of a school head extends far beyond managing lessons and overseeing classrooms. It becomes a matter of safeguarding lives, nurturing hope, and actively building peace within fragile and disrupted communities. Amidst violence, these school heads are building peace by sustaining safe learning spaces where children can continue to study despite insecurity and fear. For many school leaders, every day is a delicate balancing act between fear and purpose, where the corridors of learning intersect with the harsh realities of armed conflict, yet also become spaces of resilience, protection, and continuity of education.
A qualitative study involving five school heads working in the province’s Palimbang municipality revealed the extraordinary responsibilities they shoulder in ensuring both student safety and the continuity of education. Through in-depth interviews, the study documented how these leaders navigate daily risks brought about by armed encounters and localized conflicts that continue to affect some communities, disrupting classes and exposing children to psychological distress, displacement, and uncertainty. In several regions, intermittent violence and security threats have led to class suspensions and heightened fear among learners, underscoring the vulnerability of schools situated in conflict-prone environments.
One school head recalled the unsettling sound of gunfire as students scrambled under desks, while another described calmly guiding learners to safety even as violence unfolded nearby. Despite these realities, school heads consistently place student welfare above all else, often making split-second decisions that can mean the difference between life and death. As one participant shared, “Receiving threats made me want to leave, but the support of the community kept me going,” highlighting both the risks they face and the vital role of community support in sustaining leadership in crisis contexts.
Leadership Amid Crisis
Crisis defines daily life in these schools. Lessons are interrupted, schedules disrupted, and emergency plans often take precedence over curricula. School heads frequently find themselves delivering learning materials in precarious situations or coordinating sudden evacuations while ensuring that education continues. This kind of leadership is reactive yet essential; it requires rapid judgment, adaptability, and courage.
Experts in crisis management note that such leadership is situational. “In conflict zones, school leaders are not just administrators—they are emergency responders, safety officers, and moral anchors all at once,” said one researcher. The narratives gathered highlight that leadership here is less about authority and more about the moral responsibility to protect and sustain life.
Amid these challenges, school heads also serve as stabilizing figures who help rebuild trust within fractured communities by maintaining continuity in education despite insecurity. Their presence provides children with a sense of normalcy and emotional security, reinforcing the idea that learning can persist even in the most unstable environments.
Community as a Lifeline
No school head survives in isolation. Teachers, parents, local officials, and even security personnel play a vital role in sustaining educational activities. The community’s collective support becomes a lifeline, helping leaders maintain both the physical and emotional security of their schools. One principal emphasized, “We face danger together—teachers, students, parents—we all stand as one.”
This collaboration underscores a key principle of peacebuilding: that resilience is often nurtured through relationships. Communities offer not only protection but also emotional reassurance, creating networks that enable leadership to persist even under continuous threat. Leadership in these contexts is, therefore, inherently collective, rooted in trust, shared responsibility, and mutual commitment.
Living With Constant Vigilance
School heads describe a daily existence marked by vigilance and uncertainty. Fear is constant, yet it is tempered by hope and moral responsibility. Soldiers may be stationed in classrooms; teachers and administrators remain alert to every potential threat. Decision-making is informed by an acute awareness of the environment, where preparedness, rather than stability, defines each day.
Despite the emotional strain, school leaders find purpose in their work. “Education is a weapon,” one school head remarked. “If not me, then who?” For many, their commitment to learners and communities transforms fear into motivation. Leadership becomes not only about surviving threats but also about modeling courage, hope, and perseverance.
Growth and Transformation
Conflict reshapes leaders as much as it challenges them. Prolonged exposure to danger fosters resilience, emotional strength, and adaptability. Several school heads reported gaining empathy, maturity, and new crisis management skills, while also acknowledging the toll on their personal lives. Sleep disturbances, fatigue, and physical tension are common, underscoring that leadership stress extends beyond professional duties.
Yet, these challenges are intertwined with profound fulfillment. Watching students attend classes safely, seeing teachers and families remain engaged despite adversity, and observing community cohesion all offer moments of joy and accomplishment. Leadership, in this sense, is inseparable from the larger mission of peace and education: guiding communities through uncertainty while nurturing hope.
Lessons in Leadership and Peace
The experiences of school heads reveal several key lessons. First, leadership under conflict is grounded in service and moral responsibility. Resilience, empathy, and perseverance emerge not from formal training but from lived experience. Second, collaborative networks and strong community ties are essential for sustaining education and safety. Finally, leadership in these settings demonstrates the potential for education to serve as a tool for reconciliation, social cohesion, and long-term community transformation.
Looking forward, many school heads envision leadership that goes beyond survival. They aspire to foster safe learning environments, empowered teachers, and communities free from cycles of violence. Their hope reflects a belief in education as both a stabilizing force and a pathway to peace—a commitment that turns classrooms into spaces of learning, protection, and healing.
Supporting Leaders in High-Risk Settings
The narratives highlight the need for policies and programs that recognize the psychological and practical challenges faced by conflict-affected schools. Trauma-informed leadership training, psychosocial support, and conflict-sensitive management strategies are crucial. Strengthening community partnerships and ensuring institutional support can help school heads continue their work effectively.
Ultimately, the story of school heads in conflict-affected areas is a story of courage, resilience, and hope. It reminds us that peacebuilding is not only about diplomacy or political agreements—it is also about ordinary people stepping into extraordinary roles, protecting lives, nurturing communities, and sustaining learning amid chaos. Leadership in these environments is adaptive, relational, and deeply purpose-driven, demonstrating that even in the shadow of conflict, education can be a powerful force for stability, recovery, and peace.
KeywordS: Philippines, Moro conflict, Sultan Kudarat, separatist, insurgency, peace, conflict, conflict resolution, Muslim
Elmer R. Verallo
Elmer R. Verallo, Jr., MAT was born on December 13, 1995, in Sambag Dakit, Bogo City,
Cebu. He earned his Bachelor of Secondary Education major in Mathematics at Sultan Kudarat
State University – ACCESS Campus, under the Department of Science and Technology JLSS.
He further pursued his Master of Arts in Teaching Mathematics at Sultan Kudarat State
University – Graduate School and is currently undertaking a Doctor of Philosophy in Institutional
Development and Management, majoring in Public Management.
Mr. Verallo serves as a Teacher III at Baluan National High School, Department of Education,
Division of Sultan Kudarat, teaching both Junior and Senior High School Mathematics and
Research subjects. He actively engages in academic research, presenting his studies at
international conferences and publishing in international journals. Notably, he received the Best
Abstract Award in Education at the 11th International Conference on Multidisciplinary
Research (11th ICMR 2023) organized by the Philippine Association of Institutions for
Research.
Beyond teaching, he has held several administrative roles, including Mathematics and Science
Department Head, Sports Coordinator, Testing Coordinator, and is a certified Career Guidance
Advocate. His professional journey reflects a strong commitment to academic excellence,
research, and holistic student development.
Adrian V. Protacio
Adrian V. Protacio was born on January 26, 1986, in Brgy. El Nonok, Banga, South Cotabato. He
earned his Bachelor of Arts in Education major in English and Master of Arts in Teaching
English from Sultan Kudarat State University (SKSU), Doctor of Philosophy in Language
Education at Notre Dame of Dadiangas University under the CHED K-12 Transition Program
Scholarship, and later completed his Master in Development Management from Development
Academy of the Philippines.
Dr. Protacio is an Associate Professor I at SKSU and also teaches in the master’s and doctoral
programs of Cebu Technological University. He specializes in qualitative research and English
language teaching. In 2005, he represented the Philippines at the Students in Free Enterprise
World Cup Exposition in Toronto, Canada. He also served as champion coach of the ENACTUS
SKSU-ACCESS Team in 2019, excelling in journalism and extemporaneous speaking
competitions.
He has held key administrative roles, including Program Chairperson, English Language
Specialist, OIC-Dean of the College of Teacher Education, and Secretary of the Graduate School.
An associate member of the DOST-National Research Council of the Philippines and a lifetime
member of the Linguistic Society of the Philippines, he remains committed to academic
excellence, research advancement, and public service.
