EXPLORING PRINCIPALSHIP AS A CAREER PATH FOR TEACHERS: A MIXED-METHODS ANALYSIS

This study investigates the factors influencing public school teachers' perceptions, challenges, and aspirations toward principalship in the Nabunturan East District of Davao de Oro, Philippines. Employing an explanatory mixed-methods design, the research integrates quantitative data from 200 survey respondents and qualitative insights from 10 in-depth interviews. Guided by Social Cognitive Career Theory, the study explores how personal, professional, and contextual variables affect teachers' willingness to pursue leadership roles. Quantitative findings reveal moderate to high agreement among teachers on the influence of school culture, community expectations, political ideologies, family background, and preparation for leadership. Qualitative data underscore the impact of inadequate mentorship, perceived administrative burdens, and concerns over work-life balance on career decision-making. Cultural and gender-based barriers were also found to affect female teachers' leadership aspirations. While many teachers view principalship as an opportunity for broader educational impact, others regard it as an overly bureaucratic, high-pressure role. Professional development, emotional intelligence, and value congruence emerged as crucial mediating factors influencing leadership ambitions. The absence of structured succession planning and a lack of leadership preparation programs further compound hesitancy. The findings suggest that fostering inclusive school cultures, enhancing leadership preparation, and strengthening mentorship systems are essential to motivating teachers toward principal roles. This study contributes to the literature by contextualizing leadership aspirations within the socio-political and cultural dynamics of a rural Philippine school district. Implications are offered for educational policymakers, school administrators, and leadership development programs aiming to build a robust leadership pipeline. The study advocates for equity-driven, culturally responsive strategies that enable teachers to transition confidently into principalship and ensure the sustainability of effective school leadership.