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Title: :  THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY
PaperId: :  27302
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 11 Issue 4 2025
DUI:    16.0415/IJARIIE-27302
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
JULIANA L. VIŇOASSUMPTION ACADEMY OF NABUNTURAN

Abstract

PROFESSIONAL TEACHER
Teacher-in-Charge, dual roles, Educational Administration, instructional leadership, phenomenological research
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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IJARIIE JULIANA L. VIŇO. "THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY" International Journal Of Advance Research And Innovative Ideas In Education Volume 11 Issue 4 2025 Page 2976-2985
MLA JULIANA L. VIŇO. "THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 11.4(2025) : 2976-2985.
APA JULIANA L. VIŇO. (2025). THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education, 11(4), 2976-2985.
Chicago JULIANA L. VIŇO. "THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 11, no. 4 (2025) : 2976-2985.
Oxford JULIANA L. VIŇO. 'THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 4, 2025, p. 2976-2985. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/THE_LIVED_EXPERIENCES_OF_TEACHER_IN_CHARGE_IN_THIER_ROLE_AS_SCHOOL_HEAD_AND_CLASSROOM_INSTRUCTOR__A_PHENOMENOLOGICAL_STUDY_ijariie27302.pdf (Accessed : ).
Harvard JULIANA L. VIŇO. (2025) 'THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, 11(4), pp. 2976-2985IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/THE_LIVED_EXPERIENCES_OF_TEACHER_IN_CHARGE_IN_THIER_ROLE_AS_SCHOOL_HEAD_AND_CLASSROOM_INSTRUCTOR__A_PHENOMENOLOGICAL_STUDY_ijariie27302.pdf (Accessed : )
IEEE JULIANA L. VIŇO, "THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY," International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 4, pp. 2976-2985, Jul-Aug 2025. [Online]. Available: https://ijariie.com/AdminUploadPdf/THE_LIVED_EXPERIENCES_OF_TEACHER_IN_CHARGE_IN_THIER_ROLE_AS_SCHOOL_HEAD_AND_CLASSROOM_INSTRUCTOR__A_PHENOMENOLOGICAL_STUDY_ijariie27302.pdf [Accessed : ].
Turabian JULIANA L. VIŇO. "THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 11 number 4 ().
Vancouver JULIANA L. VIŇO. THE LIVED EXPERIENCES OF TEACHER-IN-CHARGE IN THIER ROLE AS SCHOOL HEAD AND CLASSROOM INSTRUCTOR: A PHENOMENOLOGICAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2025 [Cited : ]; 11(4) : 2976-2985. Available from: https://ijariie.com/AdminUploadPdf/THE_LIVED_EXPERIENCES_OF_TEACHER_IN_CHARGE_IN_THIER_ROLE_AS_SCHOOL_HEAD_AND_CLASSROOM_INSTRUCTOR__A_PHENOMENOLOGICAL_STUDY_ijariie27302.pdf
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