Teacher-Leaders in Remote Schools: A Narrative Study on Leadership Practices and Coping Strategies

Authors

Edilyn Joy P. Pague

Abstract

Remote schools present unique challenges that require teacher-leaders to demonstrate adaptive, values-driven leadership and effective coping strategies. This study explored the leadership practices, coping strategies, and implications of the lived experiences of teacher-leaders in remote schools. A qualitative narrative research design was employed to capture the personal stories of twelve teacher-leaders who have been supervising their respective schools for two to three years. Participants were purposively selected based on their roles as teacher-in-charge. Data were collected through semistructured interviews and analyzed using NVivo 14 software. Thematic analysis, guided by Braun and Clarke’s six-phase framework, generated codes and themes. The study revealed three major themes: (1) leadership practices demonstrated by teacher-leaders, (2) coping strategies employed to sustain professional effectiveness, and (3) implications drawn from lived experiences. Findings indicate that teacher-leaders navigate challenges such as resource scarcity, administrative and instructional demands, and community isolation through adaptive problem-solving, mentoring, program coordination, peer support, reflective practices, and stakeholder engagement. The study underscores the importance of structured leadership training, wellness programs, institutional guidance, and community partnerships to sustain teacher-leaders’ well-being and effectiveness. These insights provide valuable guidance for policymakers and educational leaders in designing strategies to strengthen leadership capacity, enhance teacher support, and ultimately improve learner outcomes in geographically isolated schools.

Keywords

teacher-leaders, leadership practices, coping strategies, remote schools, narrative study