Flawless Illusion: Idealistic Traits of School Heads

AUTHOR(S)

BRIZZA A. BALONGO

ABSTRACT

—— This study aimed to explore the experiences of elementary school teachers working with idealistic school heads. Specifically, this sought to identify the experiences they encounter, the coping mechanism they use to manage these experiences, and the insights they generate from their experiences. The study utilized a qualitative research design employing a phenomenological approach to capture the teachers’ live experiences. Data were collected through in-depth interviews and focus group discussions with purposively selected teachers. Thematic analysis was used to identify and interpret emerging themes from the participants’ narratives. Findings revealed five key challenges faced by teachers: met unrealistic expectations, feared of criticism and mistake, micromanagement and lacked of autonomy, increased workload and extended work hours, and strained relationships and reduced collaborations. Teachers coped by sought peer support and validation, setting personal boundaries, employed selective compliance and prioritization, maintained professional distance, and engaged in stress-relief activities. Insights generated included manage idealistic traits, adapt leadership style to increased teachers’ motivation, promote emotional resilience, value collaboration and peer support, and advocate balanced leadership. The results suggest that idealistic leadership creates both personal and professional challenges for teachers, affecting their motivation, collaboration, and well-being. The study highlights the need for leadership practices that balanced high expectations with empathy, support, and professional school environment. Keywords — Idealistic leadership; teacher; experiences; coping mechanism; insights; Qualitative research