From Teaching to Leading: A Phenomenological Inquiry on Overcoming Challenges From the Lens of Novice Principals


Literature suggest that high school principal position is one of the most essential, complex and challenging assignments in the public education system. While efforts to understand the nature and dynamics of the transition from being a teacher to a principal have been undertaken in different studies worldwide, a dearth in literature exists in the context of Philippine education. For an accomplished teacher, advancing in to an administrative position is a significant avenue for professional growth and an important career achievement as well. It is undeniable that the best candidates for school administrators have previously held positions as successful teachers. Seemingly, no research has ventured yet to explore experiences of Filipino novice principals on overcoming challenges along their own transition from teaching to leading thus, this study was conducted with five novice principals (n=5) as participants. From the thickness and richness of the descriptions of the field text gathered in this study, an interesting conceptualization labeled as the Leader Continuum Movement which consists of (a) motivation for the move (b) the big move (c) steadfast emerged. Impliedly, the emerged model Leader Continuum Movement afforded an eidetic description of the dynamics of the prevailing transition from classroom teaching to leading a school. The novice principal milieu circumscribes facets associated with preparations and influences (motivation to move), transition challenges (the big move) and meeting halfway (steadfast). Findings of this research will be valuable to current principals, teachers transitioning to a leadership role, and those aspiring for a leadership position.

Author Information
Joy Magalona, Philippine Normal University, Philippines
Adonis David, Philippine Normal University, Philippines

Paper Information
Conference: ACE2019
Stream: Educational policy

This paper is part of the ACE2019 Conference Proceedings (View)
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Posted by James Alexander Gordon