Authors : Reggie R. Balaba

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

Google Scholar : https://tinyurl.com/yjpdc4mm

Scribd : https://tinyurl.com/3hsa2zd8

DOI : https://doi.org/10.38124/ijisrt/26apr1379

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

Abstract : School leadership in rural settings often requires a complex balancing of instructional and administrative responsibilities, especially in schools led by a school in-charge rather than a fully itemized principal. In the Philippine setting, the school in-charge is often designated in schools without principal items, which makes the role both necessary and demanding. This paper examines the journey of school in-charge personnel in managing rural schools in Kapalong, Davao del Norte, with emphasis on how they navigate the dual role of teacher and school leader. Using a narrative literature review approach, the paper synthesizes Philippine policy documents, studies on school leadership, and research on rural and multigrade educational settings. The review shows that the work of school in-charge personnel is shaped by dual-role strain, role ambiguity, limited staffing, resource constraints, and the geographic and social realities of rural communities. At the same time, the literature suggests that school in-charge leaders develop adaptive, people-centered, and community-linked leadership practices to sustain school operations and support teaching and learning. The paper argues that in rural areas such as Kapalong, school leadership must be understood not only as a technical function but also as a deeply contextual and relational practice. Strengthening rural school leadership therefore requires clearer policy support, leadership development, mentoring, and localized systems that recognize the realities of teaching while leading.

Keywords : School In-Charge, Rural School Leadership, Kapalong, Davao del Norte, Instructional Leadership, Multigrade Schools, School Management.

References :

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