📄 Abstract
This study explored the lived experiences of teachers handling multiple roles in Maa District, Davao City using a qualitative phenomenological design. Twelve public school teachers who had three or more years of teaching experience and were handling three or more school roles were selected through purposive sampling. Data were gathered through seven in-depth interviews and five focus group discussion informants using a validated semi-structured interview guide, and the responses were analyzed through Colaizzi's method and thematic content analysis. Results revealed that teachers experienced role balancing, professional growth, workload strain, workplace support, and expanded teacher roles as they handled instructional, administrative, and community-related responsibilities. Their coping mechanisms included adaptive professional identity, sustainable workload management, and integrated role balancing practices. The insights drawn from their experiences emphasized time mastery, adaptive growth, and self-care boundaries. The study was anchored on Role Theory by Biddle (1986), Stress and Coping Theory by Lazarus and Folkman (1984), and the Job Demands-Resources Model by Demerouti et al. (2001). The findings suggest the need for clearer role expectations, stronger workload support systems, and school-based practices that protect teacher well-being while sustaining professional commitment.
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📚 How to Cite:
Jesse May S. Jalandoni , THE LIVED EXPERIENCES OF TEACHERS HANDLING MULTIPLE ROLES , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 195 - 200 ,