Two in One: Managing Dual Roles of School-in-Charge Performing as Teachers and Administrators
DOI:
https://doi.org/10.5281/zenodo.24070712Keywords:
School-in-Charge, Dual Roles, Lived Experiences, Coping Mechanisms, Role Conflict, PhenomenologyAbstract
This study explored the lived experiences of School-in-Charge (SIC) performing dual roles as school administrators and full-time teachers of monograde classes in the three Congressional Districts of the Division of Bohol, Philippines. Specifically, it examined how they described their lived experiences, the challenges they encountered, the ways they coped with the demands of these roles, and the framework that could be proposed from the findings. Using a qualitative phenomenological design, data were gathered through one-on-one semi-structured interviews with 11 School-in-Charge who met the inclusion criteria and were analyzed using Braun and Clarke’s six-phase thematic analysis. Five themes described their lived experiences: Time Pressure, Physical Exhaustion, Conflict of Multiple Priorities, Leadership/People Management, and Desire for Role Clarity. The challenges identified were Time Constraints, Work-Related Exhaustion, Role Conflict, People Management, and Role Ambiguity. Participants coped through Seeking Support System, Task Management, Work Delegation, and Stress Management. The study concludes that performing dual roles is demanding and requires School-in-Charge to continuously balance instructional and administrative responsibilities. The findings emphasize the need for clear role definition, effective time and workload management, appropriate delegation, strong professional support systems, and strategies that promote well-being. Based on these findings, the study proposed the 3Rs Coping Mechanism Framework—Role Clarity, Resource Management, and Resilience—to guide effective dual-role management toward the sustainable performance of School-in-Charge.
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