Introspecting the Experiences of Beginning Administrators in Face-to-Face Classes: Elementary Teachers-in-Charge in Focus

Abstract

This study explored the experiences of the beginning elementary school teacher-in-charge from a rural school in Davao City District. Eight (8) elementary school heads participated in the study. The study used a phenomenological approach to extract the ideas of the teacher participants. The participants were purposely selected as representatives from the pool of teachers in the same division. The in-depth interview was employed to gather some information regarding their respective experiences as beginning administrators. Using the thematic analysis, the following themes emerged as pertaining to their experiences: Continuance of school dynamism and operations, Multitasking roles of school heads, and Difficulties in making school resources available. The coping mechanisms of new school administrators were adaptability and flexibility with the situation, as well as learning from training and workshops. The insights gained from the participants showed three significant ideas, namely: Developing friendly relationships with community leaders, understanding individual differences, and Anticipating management changes. The new principals or new school heads should be more vigilant in observing new school management policies and standards. The school head may attend training and seminars to enrich his or her management skills in dealing with the new teachers and different stakeholders. The teachers may engage in various school activities with an open mind, considering the cultural values and practices of their stakeholders.