LIVED EXPERIENCES OF TEACHERS AS TEACHER-IN-CHARGE

Authors: Omera A. Dimatanday

DOI: https://doi.org/10.37082/IJIRMPS.v14.i2.233014

Short DOI: https://doi.org/hbwvgs

Country: Philippines

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Abstract: This study explored the lived experiences of teachers serving as Teacher-in-Charge (TIC) in public elementary schools in the District of Munai, Division of Lanao del Norte during the School Year 2023–2024. Using a qualitative phenomenological design anchored on the transcendental phenomenology of Moustakas, the research aimed to understand how teachers experience and interpret their dual roles as classroom instructors and temporary school administrators. Ten teachers who had served as TIC were purposively selected as participants. Data were collected through in-depth semi-structured interviews and field notes, and analyzed using Moustakas’ phenomenological approach involving horizontalization, thematic clustering, and synthesis of textural and structural descriptions. The findings revealed several essential themes describing the phenomenon: navigating challenges and stress, leadership and responsibility development, personal and professional growth, administrative workload and time management, student interaction and role modeling, improved classroom management, and the need for work–life balance. Participants described the TIC role as demanding due to the simultaneous performance of teaching and administrative tasks, decision-making responsibilities, and increased expectations from stakeholders. Despite these challenges, the experience was perceived as professionally enriching, enhancing teachers’ leadership competence, resilience, adaptability, and organizational skills. Teachers also developed greater empathy toward students and colleagues while strengthening their classroom management and communication abilities. The study concludes that serving as Teacher-in-Charge provides meaningful opportunities for leadership development and professional growth, although adequate support systems, mentoring, and structured administrative guidance are necessary to sustain teacher well-being and effectiveness. These findings highlight the importance of institutional support and professional development programs to strengthen teachers’ capacity in temporary leadership roles within the school system.

Keywords: lived experiences, Teacher-in-Charge, phenomenology, teacher leadership, qualitative research, administrative roles, professional growth

Paper Id: 233014

Published On: 2026-04-12

Published In: Volume 14, Issue 2, March-April 2026

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