THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY

PROFESSIONAL TEACHER

This study explored the lived experiences of Teacher-In-Charge (TICs) in the District of New Bataan, Davao de Oro, as they fulfilled dual roles as both school administrators and classroom instructors. Anchored in Masten’s (2001) Resilience Theory, the study employed a qualitative-phenomenological approach to understand how TICs navigate instructional and administrative demands in remote, under-resourced schools. Seven TICs assigned to multi-grade schools were purposively selected. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Findings revealed four central themes: lived experiences, challenges, coping mechanisms, and insights. TICs described their daily routine as a balancing act filled with multitasking, time management, and mental preparedness. While facing unforeseen interruptions, weather-related disruptions, and overlapping tasks, they still found fulfillment through community service, school accomplishments, and collaboration. Major challenges included mental exhaustion, schedule conflicts, insufficient resources, poor connectivity, and limited institutional support. These difficulties were worsened by geographic isolation, unrealistic community expectations, and strained relationships among colleagues. To cope, TICs relied on personal faith, peer support, family, and organized task management. They practiced stress-relieving routines such as taking breaks, praying, and maintaining positivity. Strategies like planning ahead, setting priorities, and maintaining boundaries helped them manage dual responsibilities. The insights gained showed that despite fatigue, TICs developed stronger decision-making skills, teacher empathy, and school-community relationships. Their dual roles contributed to both instructional efficiency and leadership growth, though at the cost of physical and emotional strain. These findings emphasize the urgent need for context-responsive support systems, including leadership training, flexible policies, and institutional recognition. Understanding TICs’ realities offers vital direction for shaping inclusive and sustainable school leadership in rural contexts.

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