Teaching While Leading: Experiences of Teachers-in-Charge in Multigrade Schools

This study explores the lived experiences of teachers-in-charge (TICs) in remote multigrade schools within geographically isolated areas (GIA) of the Madalag District, Aklan, Philippines. It specifically seeks to understand how these educators navigate the complex dual-role responsibilities inherent in their positions. Despite national policies specifically aimed at reducing non-teaching workloads, TICs in these contexts continue to perform hybrid instructional and administrative functions, often acting as both the primary educator and the sole school administrator. The research utilized a qualitative descriptive phenomenological design grounded in Husserlian philosophy to capture the deep essence of these lived experiences. Semi-structured interviews were conducted with six purposively selected participants, each possessing at least five years of multigrade teaching and leadership experience. Data analysis was rigorously executed following Giorgi’s Four-Stage Descriptive Phenomenological Method to identify shared experiential structures among the participants. The findings revealed eight major themes that define their tenure: involuntary designation, adaptive trial-and-error learning, systemic resource scarcity, security risks, physiological strain, cognitive overload, relational diplomacy, and professional fulfillment. These results demonstrate that leadership in remote multigrade settings extends far beyond traditional management into complex logistical and relational responsibilities shaped by severe institutional constraints and harsh geographic realities. TICs must manage everything from physical safety to complex community relations while enduring significant cognitive and physical exhaustion. Ultimately, the study highlights persistent implementation gaps in existing workload reduction policies and provides a vital contextual basis for developing localized support mechanisms. Strengthening teacher well-being and ensuring instructional continuity in these remote learning environments remains essential for enhancing overall school effectiveness and educational equity.