Balancing Leadership and Management of School-in-Charge’s Dual Roles

Abstract

The purpose of this qualitative phenomenological study is to obtain an in-depth understanding of the lived experiences of school-in-charge in balancing their dual roles of both leading schools and teaching. The 10 participants were purposely selected based on their positions and functions. Semi-structured interview was conducted to gather the data and their responses were evaluated to evaluate data saturation. Thematic analysis was conducted to analyze the data using Creswell’s mode of analysis. The analysis reveal that School-In-Charges handle both administrative and instructional duties, managing complex and overlapping responsibilities. Despite challenges such as limited support and heavy workloads, they show resilience and find fulfillment in school and student progress. To cope, they adopt effective practices like collaboration and time management. While the dual role can impact their well-being, it also fosters personal and professional growth, shaping them into more capable and reflective leaders. The experiences of the participants highlight the need for targeted support, training, and clear role definitions to help them effectively manage dual responsibilities. Strengthening these areas can enhance school leadership, improve performance, and promote the well-being of those in charge.