Challenges Encountered by Public Elementary School Principals in the Division of Malaybalay City

Abstract

This qualitative inquiry explored the challenges encountered by public elementary school principals in the Division of Malaybalay City during School Year 2025-2026. Using a qualitative transcendental phenomenological design, the study gathered data through in-depth interviews with ten public elementary school principals who were selected through purposive sampling. The data were analyzed following phenomenological procedures to identify significant statements, meanings, and emergent themes, while trustworthiness was supported through bracketing, member checking, and an audit trail. Findings revealed four major challenge areas: learner-related challenges, resource and facility constraints, stakeholder and community concerns, and teacher and organizational challenges. Learner-related challenges included reading difficulties, absenteeism, and behavioral concerns. Resource and facility constraints involved limited funds, insufficient classrooms, and lack of instructional materials. Stakeholder concerns were reflected in inconsistent parental and community support, while teacher and organizational challenges involved teacher-related concerns, administrative workload, and overlapping school demands. The study concludes that the work of public elementary school principals is shaped by interconnected challenges that require instructional focus, resourcefulness, communication, and resilience. The findings may guide school leaders, supervisors, and policy makers in strengthening support systems for public elementary school administration.