Resilience Under Pressure: A Case Study of Head Teachers’ Ancillary Functions in the Philippine Public Education System
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Abstract
Head teachers in the Philippine public school system are increasingly burdened with ancillary responsibilities that extend far beyond their instructional leadership roles posing risks to their effectiveness and well-being. This qualitative case study explores the lived experiences of three (3) head teachers in Davao City, Philippines, as they navigate the demands of multiple ancillary functions beyond their core instructional leadership roles. The study gathered rich, detailed narratives of their challenges and coping mechanisms using purposive sampling. Anchored in Role Strain Theory, Transformational Leadership, and Experiential Learning Theory, the findings reveal role conflict, emotional fatigue, and systematic support gaps. Despite these pressures, the head teachers demonstrate remarkable resilience through structured planning, emotional regulation, spiritual grounding, and collaboration. Cross-case analysis revealed shared adaptive strategies and a purpose-driven mindset, highlighting the potential of informal learning for professional growth. The study recommends institutional reforms, including formal training, task delineation, and well-being programs to support sustainable school leadership.
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