<![CDATA[This phenomenological study explored the lived experiences of school heads in managing teaching and learning in public schools within the Division of Zamboanga del Norte, Philippines. Semi-structured interviews were conducted with 350 purposively selected school heads across eight districts. A sample scope justified by the principle of information power rather than by conventional data-saturation counts alone, given the study’s broad aim of capturing both shared and divergent experiences across a large, geographically diverse division. Data were analyzed using a hybrid analytic strategy that combined Moustakas’s transcendental phenomenological reduction with Braun and Clarke’s six-phase reflexive thematic analysis. Four overarching themes emerged from the participants' narratives. The first theme, Leadership Amid Constraints, captured how school heads navigate limited resources, heavy administrative workloads, and infrastructural deficits. The second theme, Instructional Support and Pedagogical Guidance, detailed their strategies for mentoring teachers and ensuring curriculum alignment. The third, building a Collaborative School Culture, illuminated their efforts to foster teamwork and community partnerships. The final theme, Adaptive Leadership and Professional Growth, showcased the resilience and commitment to continuous learning that characterized their practice. The findings reveal that school heads function as resilient instructional leaders who balance systemic pressures with a commitment to supporting teachers and learners. The study offers insights for policy formulation and leadership development programs in similar contexts.]]>
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