From teaching to leading: The metamorphic transition of secondary school teachers-in-charge

This phenomenological study explored the lived experiences of secondary school teachers in charge, focusing on their strategies for effective school leadership, teacher supervision, stakeholders' collaboration, learner support, and their motivation for professional growth. Eleven key themes were identified through in-depth interviews with 10 purposefully selected participants, reflecting their challenges, motivations, struggles, and steps toward success. Despite their struggle with low pay grades, heavy administrative tasks, overlapping schedules, and complex work being a school leader, these teachers in charge have a positive mindset, demonstrating compassion towards people they work with, resilience in facing challenges, and dedication to their responsibilities and obligations. The results reveal that transitioning from classroom teacher to school leader involves significant responsibilities such as supervising peers, motivating students, collaborating with internal and external stakeholders, managing resources, and fostering continuous professional development. This journey serves as a reminder of how these teacher leaders continue to transform their school communities, creating positive change, cultivating excellence, motivating people, and collaborating with stakeholders to help the students reach their full potential with the help of the teachers and the whole community. Ultimately, this research highlights the need for continuous professional development of these teacher leaders and staying open to change to confront new educational challenges. Keywords: teacher leader, phenomenology, educational leadership, professional development, transition