The Lived Experiences of Teacher-in-Charge in Elementary Schools: Basis for Enhanced Capability Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 34, Issue 5
Abstract
This phenomenological qualitative research investigates the lived experiences of Teacher-in-charge in the Schools Division of Bago City. Using document analysis, in- depth interviews, and focus group discussions, the study explored the perceptions of nine participants. The data was analyzed through hermeneutical phenomenology, providing a deep and rich understanding of their experiences. Six significant themes emerged: (a) Justifiable Reason: The Start of the TIC Journey; (b) Teaching While Leading: Rising Above Challenges; (c) Impact on School Climate; (d) Love for Teaching and Leading: A Harmonious Blend of Passion and Purpose; (e) Remuneration as a Key Motivator; and (f) Proper Training for Effective Leadership. The findings underscore the multifaceted nature of the Teacher-in-Charge role, highlighting their adaptive strategies and the support needed to manage diverse school leadership responsibilities. These insights offer valuable guidance for educational policymakers and administrators in enhancing leadership development programs and strengthening support systems for Teacher-in- charge.
Authors and Affiliations
Joseph Arnido , Jobell Cris Vibal
Keywords
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- EP ID EP767149
- DOI 10.70838/pemj.340502
- Views 12
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