Balancing Chalk and Leadership: The Journeys of Teachers-in-Charge in Indigenous People Schools in Tboli

Abstract

Background and Rationale:
In many rural and geographically isolated schools, teachers do not only perform classroom instructions but also assume leadership responsibilities in the absence of formally appointed school heads. This reality is evident in Indigenous People schools in Tboli, South Cotabato, where Teachers-in-Charge carry the dual responsibility of teaching and leading. Their experiences reveal the complex intersection of instructional leadership, administrative work, cultural responsiveness, and service in underserved communities.

Objectives of the Study:
This study explored the lived experiences of Teachers-in-Charge as instructional leaders in Indigenous People schools in Tboli. Specifically, it examined how they teach and lead, the personal, organizational, community, and policy-related factors that shape their instructional leadership roles, and how they perceive their personal and professional growth as evolving school leaders.

Methods:
The study employed a qualitative research design using transcendental phenomenology. Ten Teachers-in-Charge from Tboli West District, Schools Division of South Cotabato, participated in the study. Data were gathered through semi-structured interviews and analyzed through phenomenological procedures to identify significant statements, formulated meanings, clustered themes, and the essence of the participants’ lived experiences. Trustworthiness was ensured through credibility, dependability, transferability, and confirmability procedures.

Findings:
Findings revealed three major areas of experience. First, the lived experiences of Teachers-in-Charge were marked by everyday challenges, shared leadership, multiple responsibilities, and sustained commitment to Indigenous Peoples education. Second, their leadership practices were shaped by their effort to put instruction first, coach teachers using available resources, lead with culture and community support, and make Department of Education policies workable within local school realities. Third, the participants viewed themselves as growing instructional leaders who became better through experience, discovered personal strengths, aspired for professional growth, and saw leadership as an opportunity to make a meaningful difference in their schools and communities. These findings are supported by participant accounts such as “I keep school decisions anchored on learning goals and curriculum targets,” “Sometimes teachers need encouragement more than materials,” and “Respecting culture builds confidence.”

Conclusion:
The study concludes that Teachers-in-Charge in Indigenous People schools perform a vital form of instructional leadership shaped by resilience, cultural sensitivity, community partnership, and professional commitment. Although they face limited resources, heavy workloads, and contextual challenges, they continue to sustain teaching and learning through adaptive and values-driven leadership. The study highlights the need for stronger recognition, training, mentoring, and policy support for Teachers-in-Charge serving in geographically isolated and culturally diverse schools.