Stories of Teachers-in-Charge with Multifaceted Functions in a Multigrade Setting
DOI:
https://doi.org/10.65339/ijsis.V1.I2.120Keywords:
Capability-Enhancement Program, Collaboration, Multigrade Education, Narrative Inquiry, School Leadership, Stakeholder Engagement, Teacher-In-Charge, Workload ManagementAbstract
This study examined the stories, experiences, opportunities, and professional realities of Teachers-in-Charge (TICs) performing multifaceted functions in selected pure multigrade schools in the District of Madalag, Division of Aklan, as a basis for developing a capability-enhancement program. The study was anchored on Role Theory and Stress-Coping Theory to understand how TICs interpret overlapping role expectations and respond to the demands associated with teaching and school leadership. A qualitative Narrative Inquiry design was employed involving seven purposively selected TICs. Data were gathered through a researcher-made, semi-structured interview guide and analyzed using Reflexive Thematic Analysis. Findings revealed that TIC experiences were characterized by three major themes: From Assignment to Adaptation, Juggling Multifaceted Demands, and Leading through Relationship. Participants encountered dual-role strain, heavy administrative workloads, limited resources and manpower, time constraints, and diverse learner needs while simultaneously fulfilling instructional and administrative responsibilities. Despite these challenges, they demonstrated adaptability, resilience, creativity, resourcefulness, collaboration, and shared leadership. Their roles also created opportunities for leadership development, career readiness, instructional innovation, professional learning, and stronger school-community partnerships. Based on the findings, the study proposed EMPOWER-TIC: Enhancing Multifaceted Leadership and Professional Competencies of Teacher-In-Charge in Multigrade Schools, focusing on leadership and role management, multigrade instructional competence, administrative and school-management competence, collaboration, and personal well-being. The study recommends sustained leadership training, mentoring, coaching, professional development, administrative and instructional support, and stronger stakeholder participation for TICs. The study aligns with SDG 4 – Quality Education, SDG 10 – Reduced Inequalities, and SDG 17 – Partnerships for the Goals by supporting educational access and quality in rural and resource-constrained multigrade communities. It contributes to educational, institutional, governance, professional, and community sustainability by strengthening the capacity of TICs and promoting shared responsibility for sustaining effective multigrade school operations.
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