Authors : Lyca B. Madanlo; Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/c3npc3zh

DOI : https://doi.org/10.38124/ijisrt/25jun792

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the lived experiences of female educators as they transitioned from classroom teaching to school headship, with a focus on the challenges they encountered, the coping strategies they employed, and the insights they gained throughout their journey. The study employed a qualitative research design using a phenomenological approach. Data were gathered through in-depth interviews and focus group discussions with 10 female school heads who had transitioned into their roles within the last two years. Participants were selected using purposive sampling, and thematic analysis was used to interpret the data. Findings revealed five major challenges: subtle and overt gender expectations, increased workload and time commitment, limited formal preparation, difficulty adjusting to administrative tasks, and resistance from colleagues or the school community. Coping mechanisms included building credibility through performance, setting work-life boundaries, seeking external training, improving time management, and fostering collaboration. From these experiences, participants gained insights highlighting the importance of continuous growth, strong support systems, resilience, emotional balance, and breaking gender norms. Supportive leadership environments are essential to nurturing and retaining competent female leaders.

Keywords : Female Leadership, School Heads, Teacher Transition, Leadership Challenges, Gender Bias, Professional Development, Qualitative Research.

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