Navigating the Unknown: A Qualitative Exploration of Teachers’ Experiences on Leadership Rotation in Public Schools

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Teachers report that leadership rotation significantly affects school stability and instructional continuity, highlighting adaptive strategies.
In-depth interviews with ten elementary teachers uncovered themes related to job stability, professional responses, and instructional changes.
Using a qualitative phenomenological research design, essential coping mechanisms identified included peer support systems and teaching stability.
Findings suggest a need for structured support programs to enhance professional stability during leadership transitions.

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Qualitative investigation reveals impacts of leadership rotation on school stability and teacher morale.

Borlaza et al. (2025) studied this question.

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