Lived Experiences of Teacher-Leaders in Exhibiting Leadership Styles

JC Ebuenga Vergara; Fausto Jr Camania Romero

doi:10.36948/ijfmr.2026.v08i03.79347

Lived Experiences of Teacher-Leaders in Exhibiting Leadership Styles

Author(s)	Mr. JC Ebuenga Vergara, Dr. Fausto Jr Camania Romero
Country	Philippines
Abstract	This study explored the lived experiences of teacher-leaders at Himanag National High School during the academic year 2025–2026. This study explored the lived experiences of teacher-leaders in managing subject areas, highlighting the leadership styles they exhibit and the opportunities and challenges they encounter. It seeks to describe how teacher-leaders navigate subject management, examine the factors that support or hinder their leadership roles, and identify the leadership approaches they employ in practice. Drawing from these insights, the study proposed a leadership development framework designed to enhance teacher-leadership practices and strengthen their capacity to lead effectively within educational settings. Using a qualitative phenomenological design to capture authentic narratives of all 28 teacher-leaders in Himanag, balancing instructional duties with leadership responsibilities, supported by tools such as the Multifactor Leadership Questionnaire (MLQ), Flanagan’s Critical Incident Technique (CIT), and interview guides. Data analysis combined quantitative scoring of leadership styles with thematic and phenomenological reduction to ensure depth and comprehensiveness. Conclusions were: Teacher-leadership is a dynamic, service-oriented practice that extends beyond formal roles, integrating continuous growth, subject advocacy, and collaborative mentorship. Teacher-leaders demonstrated resilience in navigating structural challenges such as heavy workloads, limited resources, and coordination demands, while leveraging opportunities for professional growth, collaboration, and instructional innovation. Transformational leadership emerged as the dominant style, emphasizing motivation, innovation, and professional development, while transactional strategies were secondary and passive approaches were rarely applied. This balance reflects a proactive leadership culture that prioritizes collaboration, inspiration, and reflective practice. Teacher-leadership strengthens communication, collaboration, and reflective practice, catalyzing both personal growth and educational improvement.
Keywords	Teacher-leadership Phenomenological research Transformational leadership Subject area management Collaborative mentorship
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-23
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79347

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Lived Experiences of Teacher-Leaders in Exhibiting Leadership Styles

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