Between Vision and Practice: A Phenomenological Study of Middle Managers’ Leadership Roles in Schools

Leadership in schools is often experienced not only as a position of authority but as a dynamic journey of navigating demands, relationships, and purpose. This study explored the lived experiences of middle-level managers in academic institutions. Grounded in qualitative inquiry, the study employed a hermeneutic phenomenological research design based on van Manen’s (1990) approach to capture the essence and meaning of participants’ experiences. The study was conducted in selected public schools in the Misamis Occidental Division, with twelve (12) participants purposively selected based on established inclusion criteria. Data were gathered through in-depth interviews using a researcher-developed interview guide and analyzed through thematic interpretation anchored in lifeworld existentials. From the analysis of participants’ narratives, five major themes emerged: Strain and Resilience in Leadership Responsibilities; Collaborative and Empathetic Leadership in Building School Relationships; Balancing Workload and Developing Competence Over Time; Purposeful Leadership in Translating School Vision into Collaborative Practice; and Leadership Shaped by Institutional Resources and Structural Demands. Middle-level managers’ leadership is shaped by resilience, collaboration, competence, alignment with vision, and adaptability. Schools may consider supporting middle-level managers through professional development and strengthened organizational practices.

collaboration, educational leadership, hermeneutic phenomenology

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