Public school leaders face enormous tasks, and managing these responsibilities can be challenging. This study explored the lived experiences of Teacher In-Charge (TIC) personnel in managing a school, its contexts, and their future views of themselves.

Utilizing transcendental phenomenology and thematic analysis, findings revealed various relevant themes. For their personal lived experiences, there are (6) relevant themes such as (1) Diverse Pathways to TIC Appointment, (2) TIC for Several Years, (3) Motivated by Growth, (4) TIC Across Multiple Schools, (5) Finds Joy in Community Approval, Teacher’s Growth, Earned Autonomy, and Challenged in Resource, Demand, and Responsibility, and (6) Managing Responsibilities through Strategic Time Management and Personal Sacrifices. For the contexts of their lived experiences, there are five (5) relevant themes such as (1) a Diverse Timeline in the Current Station, (2) a Positive and Supportive Environment, (3) Deep Sense of Satisfaction Derived from Interactions with Colleagues and Students, (4) Fulfillment, Gratitude, and Service (5) Collaborative and Facilitative Management Approach. For their future views of themselves, there are two (2) emerging themes such as (1) Aspiration for School Administration, and (2) Pursuit of Educational Leadership Roles and Professional Development.

These findings show that TIC personnel face various challenges and opportunities in managing a school. Across multiple themes, a blend of experiences emerges, highlighting the complexity of TIC roles and the significance of addressing both personal and professional aspects in overcoming the challenges of educational administration.

Keywords: TIC Personnel, Lived Experiences, Context, Future Views, Educational Administration, Dual Responsibility.

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