Challenges and Mental Fortitude amid Self-Doubt in Implementing Sustainable Community Extension in the Face of the New Normal

Abstract

The COVID-19 pandemic profoundly disrupted the implementation of community extension programs, challenging the sustainability of university–community engagement and placing unprecedented demands on extension leaders. This study examined the challenges, experiences of self-doubt, and mental fortitude of university community extension heads in sustaining community extension initiatives during the new normal. Using a qualitative transcendental phenomenological design, in-depth unstructured interviews were conducted with seven extension heads from the campuses of North Eastern Mindanao State University in Surigao del Sur, Philippines. Data were analyzed following Moustakas’ phenomenological approach to identify the shared essence of participants’ lived experiences. Findings revealed that sustainability of extension work was constrained by three interrelated challenge domains: restrictive health protocols and mobility limitations, limited beneficiary participation, and prolonged procurement and bureaucratic processes. Beyond operational barriers, participants experienced significant psychological strain characterized by hesitation, fear of infection, role overload, and self-doubt arising from ethical responsibility to protect both communities and implementers. Despite these challenges, extension heads demonstrated substantial mental fortitude manifested through adaptive leadership strategies, particularly the shift to online and blended modalities, sustained commitment to service, and a strong sense of fulfillment derived from community impact. Mental fortitude was reinforced by purpose-driven leadership, intrinsic motivation, and values rooted in service and compassion. The study concludes that sustaining community extension during crisis conditions depends not only on institutional systems but also on the psychological resilience and adaptive capacity of extension leaders. These findings underscore the need for policy support, flexible administrative mechanisms, and psychosocial interventions that strengthen both program sustainability and leader well-being in higher education extension systems..