Reimagining post-pandemic educational leadership has a very important contribution in today’s rapidly changing and evolving educational leadership. The roles and responsibilities of educational leaders (which includes executives, managers, and officers) have always been really challenging and multifaceted. The study utilized quantitative descriptive research since the study was totally focused on the perception of the present educational leaders, who based their responses on their experiences as the primary drivers of their institutions. The study addressed key questions, including the profile of respondents, factors affecting educational leadership, barriers, and challenges in the integration of these practices. The data collection has been administered through an online survey form. The chi-squared test and Kendall’s tau-b are both statistical tests utilized to analyze the data. These two determine the association between variables. Also, two statistical tests were used in statistical analysis to evaluate the data, considering its suitability and type, ensuring it is appropriate for the analysis being conducted. It has been viewed in the study’s findings that professional growth and development is necessary to promote a positive and supportive work environment and culture in the post-pandemic educational environment. The findings of this study acknowledge the importance of having funding and adequate resources. Thus, it has been observed that in the post-pandemic educational leadership that limited resources and funding constraints have been considered as significant barriers and challenges in the educational leadership roles. Also, it has been evident that in the post-pandemic educational leadership, it is necessary to structure a comprehensive approach for educational leadership development and lifelong learning which involves networking with other educational leaders and professionals. In the domain of curriculum development and instruction, it has been highlighted the importance of incorporating diverse perspectives to address issues of inclusion and equity. The future ready curriculum should build resilience and adaptability as highlighted by the respondents of the study. As this would move forward into the realm of teaching and learning process, students can be exposed to real-world scenarios and case studies that require them to use analytical reasoning and critical thinking skills to generate practical solutions while this will be integrated with technological advancement. There are significant associations between post-pandemic educational leadership. It has been analyzed that five (5) of the associations of educational leadership factors have strong associations and four (4) associations of educational leadership factors have moderate. It has been observed that post-pandemic educational leadership acknowledges and embraces the changes transpired after the crisis. Many pre-pandemic approaches have processed significant transformations. Elevating and enhancing post-pandemic educational leadership and its roles should prioritize adaptability to changes and create a comprehensive framework that summarizes the requirements in reimagining post-pandemic educational leadership, which educational leaders of today must value and comprehend. This study proposed a post-pandemic educational leadership framework, which guides educational leaders to proactively manage and address future barriers, challenges and needs of their institutions.

Keywords: Post-pandemic educational leadership, Professional development, Networking and collaboration, Resource allocation, Technical support systems, Curriculum development and instruction, Post-pandemic educational leadership framework.