The Untold Narratives of Secondary Teachers as a Library Coordinator: A Phenomenological Inquiry

This phenomenological research investigated the lived experiences of secondary teachers who were teacher-librarians in public secondary schools in Davao del Norte. Purposive sampling yielded 14 participants who described their lived experiences, coping mechanisms, and lessons learned. Thematic analysis pointed out problems such as role-balancing, fewer resources, and challenges in literacy promotion. In spite of these, the participants demonstrated resilience through applying time management, working cooperatively with colleagues, and being flexible within limitations. They also highlighted the importance of organizational abilities, technological literacy, and professional growth in the administration of school libraries. The outcomes highlight the necessity of institutional backing, policy refinement, and innovation of school libraries to enhance their effects. This study confirms the critical role played by teacher-librarians in improving student literacy and academic outcomes, necessitating systemic assistance to maintain their two roles.