Authors : Jean B. Trozo; Dr. Remigilda Gallardo

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/atc3x5pm

Scribd : https://tinyurl.com/37kxftd6

DOI : https://doi.org/10.38124/ijisrt/26mar876

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 sought to determine their experiences, coping mechanisms, and insights related to managing teacher turnover in public schools. Using a qualitative phenomenological design, the study involved ten school heads, five who participated in in-depth interviews (IDI) and five in a focus group discussion (FGD). Participants were selected through purposive sampling based on their administrative experience and involvement in managing teacher concerns. Data were collected through an interview guide and analyzed using Braun and Clarke’s (2006) six-step thematic analysis. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed. Findings revealed both positive and challenging experiences among school heads. Positive experiences included proactive awareness in identifying early signs of attrition, strengthened teacher-school head relationships, and empowered decision-making through data-driven observation. Challenges centered on difficulty detecting subtle disengagement, limited institutional support, and emotional strain from losing dedicated teachers. Coping mechanisms included mentoring and reflection, collaboration with fellow leaders, and emotional resilience. Insights emphasized that observation builds early awareness, collaboration strengthens management, and resilience sustains emotional balance.

Keywords : School Heads, Teacher Attrition.

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