Authors : Shirelyn T. Galaroza; Dr. Remigilda D. Gallardo

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/3zvb5f6p

Scribd : https://tinyurl.com/2vjtceam

DOI : https://doi.org/10.38124/ijisrt/26apr659

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to understand how micromanagement affects teachers’ professional autonomy, motivation, and creativity, while identifying the coping mechanisms they employ and the insights that can guide more empowering management practices. A qualitative phenomenological design was utilized to capture the real experiences of 10 elementary teachers in Magpet, North Cotabato. Using purposive sampling, ten teachers participated in in-depth interviews (IDIs) and focus group discussions (FGDs) guided by semi-structured questions. Data were analyzed using Braun and Clarke’s (2006) six-step thematic analysis, ensuring trustworthiness through triangulation, member checking, and reflexivity. The study revealed four major challenges brought by micromanagement: loss of professional autonomy, increased work stress, feelings of being undervalued and distrusted, and limited opportunities for innovation. Teachers coped by seeking autonomy in classroom-level decisions, practicing self-care, building peer support networks, and integrating creativity within administrative boundaries. Insights showed that teachers regain confidence through small independent actions, manage pressure through self-care, find strength in peer relationships, and sustain creativity even within institutional rules. Findings highlight the importance of supportive leadership that balances accountability with trust and empowerment. School heads and policymakers should recognize that excessive control diminishes teacher motivation and innovation.

Keywords : Empowered, Restricted Teachers’ Voices, Micromanagement in Schools.

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