From Educators to Leaders: A Multiple Case Study on the Transition of Teachers into School Management Roles

This study explored the experiences of teachers as they transitioned into school management roles, focusing on the challenges, coping mechanisms, and leadership growth they encountered. The research aimed to understand how educators navigated their new responsibilities and developed as leaders within their respective institutions. A multiple case study approach was employed to address the research questions. Case 1 involved a head teacher, Case 2 focused on a principal, and Case 3 examined a district supervisor. Data were collected through in-depth interviews (IDI) with the participants, allowing for a detailed exploration of their experiences. The findings revealed that transitioning into school management roles involved experiencing emotional and professional transitions, managing responsibilities and challenges, engaging in leadership growth and development, and navigating career progression. Participants emphasized the importance of practicing collaborative and inclusive leadership, enhancing time management and prioritization, shifting leadership perspectives and growth, and implementing delegation and professional relationships in coping with new responsibilities. Engaging in collaborative and transparent leadership, embracing leadership responsibilities, navigating financial responsibilities, and pursuing growth and credibility in leadership emerged as significant insights of their experiences.