2026 IJRSE – Volume 15 Issue 2
Available Online: 22 February 2026
Author/s:
Butangen, Susitte
Ilocos Sur Polytechnic State College Graduate School Tagudin Campus, Philippines
Malaya Elementary School, Philippines (susitte.butangen@deped.gov.ph)
Abstract:
This narrative inquiry explored the lived experiences of public elementary teachers in Cervantes, Ilocos Sur who transitioned from classroom teaching to school leadership roles. Using in-depth interviews with school heads and principals as the primary data-gathering technique, the study sought to answer two key questions: (1) What stories do teachers share about transitioning from teaching to leadership that reflect emotional and professional shifts? and (2) What valid professional development framework for aspiring educational leaders can be developed? Findings revealed that the transition involves profound emotional and professional transformations, beginning with uncertainty, self-doubt, and contemplation, and progressing toward growing confidence, purposeful action, empowerment, and ultimately a commitment to shared leadership. Teachers’ emotional journey reflects a shift from balancing fears and expectations to embracing leadership identity, stability, and the desire to mentor future leaders. Professionally, they evolve from adjusting to administrative demands to sustaining institutional growth, building organizational harmony, and leaving a transformative legacy. The developed professional development framework for aspiring educational leaders was assessed to be of very high validity. The study concludes that teachers’ leadership transitions constitute a dynamic interplay of emotional maturation and professional development, culminating in empowered leaders who inspire institutional advancement. It further affirms that the validated framework is conceptually sound, relevant, and crafted to meet the practical needs of emerging leaders. Based on these insights, the study recommends structured mentorship, leadership training, and experiential learning opportunities, adoption or adaptation of the developed framework, and future research to evaluate its long-term effectiveness over a five-year implementation period.
Keywords: narrative inquiry, teacher leadership transition, emotional shifts, professional development framework, school leadership, public elementary schools
DOI: https://doi.org/10.5861/ijrse.2026.26051
Cite this article:
Butangen, S. (2026). From chalkboards to conference rooms: Narratives of public elementary school teachers-turned-leaders. International Journal of Research Studies in Education, 15(2), 219-237. https://doi.org/10.5861/ijrse.2026.26051