Navigating the Final Stretch: A Phenomenological Study of Retirable Principals as Curriculum Leaders

Abstract

This study explored the lived experiences of retirable school heads in the Schools Division of Laoag City as they manage curriculum implementation in the final years of their professional service as basis for the development of a conceptual framework. Utilizing a basic phenomenological research design, the study aimed to understand how these veteran leaders navigate the complexities of institutional compliance, global educational standards, and the emotional transition toward retirement. The participants included five (5) purposively selected school heads, aged 55 to 60, predominantly holding the rank of Principal IV in various junior high schools. Data were gathered through in-depth, semi-structured face-to-face interviews using an aid-memoire to capture perceptual, factual, procedural, and experiential aspects of their leadership. The qualitative data were analyzed using Colaizzi’s seven-step phenomenological method to extract significant statements, formulate meanings, and identify emergent themes. Findings reveal that retirable school heads perceive their roles as a delicate balancing act between meeting rigorous Department of Education (DepEd) mandates and establishing a professional legacy. Key themes centered on the importance of instructional supervision, the challenge of navigating external policy shifts, and the critical role of mentorship in ensuring curriculum continuity. The study concludes that the "experiential knowledge" of retiring leaders is a vital asset for institutional resilience. Based on the findings, it is suggested that the conceptual framework be adopted to guide young and incoming principals in sustaining curriculum excellence during leadership transitions.