Policy in Practice: Role strain Experiences of head Teacher Amid Administrative shifts

Educational management and leadership

This phenomenological study explored the role strain experiences of head teachers amid the implementation of administrative task policies in public secondary schools in Tagum City, Philippines. Specifically, it examined how head teachers experienced the shift of administrative responsibilities, the challenges they encountered, the coping mechanisms they employed, and the insights they gained in carrying out their leadership roles. Eight head teachers from four large public secondary schools participated in in-depth interviews using purposive sampling. Data were analyzed through thematic analysis, which generated themes reflecting increased administrative workload, competing responsibilities, role ambiguity, and the need to balance instructional leadership with managerial duties. Despite these challenges, participants demonstrated resilience by employing time management, collaboration, delegation, and adaptive leadership strategies. The findings indicate that while the policy intended to reduce teachers' administrative burden, it also intensified the responsibilities of head teachers. The study concludes that strengthening institutional support, providing adequate administrative personnel, and offering leadership development opportunities are essential to help head teachers effectively manage their expanding roles. The findings may inform policymakers, school administrators, and future researchers in improving policy implementation and school leadership practices.

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