Author

Moana Marie J. Origenes*
Bohol Island State University – Clarin Campus, Poblacion Norte, Clarin, Bohol, Philippines

Abstract

Being a leader is never easy, especially when you have to balance running the school with teaching in the classroom. This study examined the impact of the dual roles of school in-charges (SICs) on their instructional supervision, teaching performance, stress management, and students’ academic achievement in the Division of Bohol for the 2024–2025 school year. It also looked at the SICs’ demographics, how well they thought they were doing their jobs, how well students did, and what district supervisors thought. A convergent parallel mixed-method design was utilized, encompassing 83 SICs who are actively teaching and nine district supervisors. The data were gathered through surveys and interviews. A combination of descriptive and inferential statistical methods and thematic analysis were used to analyze quantitative data. A review of the quantitative and qualitative data indicated that there is not a significant relationship regarding how students perform academically in their classes and how the SICs perceive their effectiveness in providing instructional supervision and delivery; however, there is a strong correlation with stress management and the students’ academic performance, resulting in the authors rejecting the null hypothesis for stress management. The manner in which stress is managed greatly impacts the ability of SICs to be effective while creating a supportive environment for students to be successful academically. Furthermore, there were no apparent differences in the effectiveness of SICs based on the SIC profile variables. Supervisors pointed out that SICs have to deal with a lot of stress, heavy workloads, few ways to cope, and constant time pressures every day, which makes their dual role especially hard. An enhancement program was created to help SICs better handle their duties and support their health as both teachers and school leaders in response to these findings.

Keywords: Dual roles, instructional supervision, stress management, learners’ achievement, school in-charge.

*Corresponding author / Email Adress: moanamarie.josol@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021091

Recommended citation:
Origenes, M. M. J. (2026). Leading while teaching: Dual roles of school in-charge on instructional supervision, delivery, stress management and learners’ achievement. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 3264-3271. http://doi.org/10.69651/PIJHSS05021091

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