Lived Experiences of School Heads in Improving Teachers' Teamwork

Improving teamwork among teachers in public elementary schools presents various leadership and interpersonal challenges. This study employed a qualitative phenomenological design to explore the lived experiences of eight school heads in the New Corella District, Philippines, in fostering teacher collaboration. Purposive sampling was used to select participants with at least five years of leadership experience. Data were gathered through in-depth interviews to capture the strategies, challenges, and insights of school heads in promoting teamwork. The findings revealed that school heads faced initial resistance, emotional discomfort, and time constraints when initiating teamwork. To address these challenges, they employed adaptive leadership strategies such as open communication, recognition, buddy systems, and collaborative goal-setting. Significant experiences, including miscommunication and pandemic-related struggles, shaped their leadership approaches. Teachers gradually exhibited more open, constructive, and cheerful interactions, suggesting a positive shift in school culture. The study highlighted the importance of trust, consistency, and inclusive leadership in sustaining teacher collaboration. Based on the findings, it is recommended that schools provide leadership training, promote peer support systems, and allocate time and resources for team-building to enhance teacher teamwork and improve school outcomes.