Journal of Education, Society and Behavioural Science

Distributed leadership is increasingly recognized globally, with teachers often assuming administrative roles to support school improvement. In the Philippines, the School-in-Charge (SIC) system ensures continuity in schools without principals, but also creates challenges due to limited resources and a lack of formal recognition. This phenomenological study explored the lived experiences of five School In-Charge (SIC) in the Division of Davao City, who serve as school leaders despite the absence of formal plantilla recognition. While entrusted with the full spectrum of principals' duties—fiscal, supervisory, and instructional—SICs operate within a structural paradox marked by high accountability but limited authority. Using the Colaizzi (1978) method of analysis, the study identified three major challenges: systemic overload, compensation and recognition gaps, and role ambiguity. Despite these constraints, SICs demonstrated resilience through coping strategies such as prioritization and delegation, cognitive reframing, reliance on support systems, and work-life balance. Their insights further revealed leadership growth and identity formation, strengthened community engagement, and resilience amid inequities.

The findings affirm that SICs embody a “Resilient Negotiation of Precarious Leadership,” where effectiveness is anchored not in bureaucratic titles but in service, integrity, and community trust. To strengthen this role, policy support from the Department of Education is essential. Formal plantilla recognition, equitable compensation, and targeted leadership training would validate SICs’ contributions, enhance morale, and ensure sustainable school governance in contexts where permanent principals are absent.