Experiences of School Leaders in Managing Entrepreneurial Behavior of Teachers: A Case Study

Nelson S. Lubguban, Jr, Lorenzo I. Balili, Maricur M. Tiomes, Glenn T. Zabate and Edroslyn J. Fernandez
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Nelson S. Lubguban, Jr: School Principal, Acacia Elementary School, Davao City, Philippines
Lorenzo I. Balili: Faculty, Cor Jesu College, Digos City, Philippines
Maricur M. Tiomes: Faculty, Callawa Elementary School, Davao City, Philippines
Glenn T. Zabate: Faculty, Daniel R. Aguinaldo National High School, Davao City, Philippines
Edroslyn J. Fernandez: Faculty, Holy Cross of Davao College, Davao City, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 3605-3621

Abstract: This study investigates the experiences of school leaders in managing the entrepreneurial behavior of teachers, particularly in the context of the Philippines, where inadequate compensation drives educators to engage in income-generating activities. The research employs a qualitative case study approach, utilizing interviews with eight school principals to explore their challenges, coping mechanisms, and insights. Findings reveal three primary themes: balancing professional ethics with economic realities, leadership challenges in school management, and the impact on educational quality. School leaders face significant dilemmas as they strive to uphold professional standards while empathizing with teachers’ financial struggles. Strategies employed include balancing empathy and professionalism, adaptive policy implementation, and collaborative problem-solving for sustainable solutions. The study underscores the need for balancing policy compliance and empathy, proactive leadership and communication, and addressing systemic challenges through local action. Ultimately, this research contributes valuable insights for educational leaders and policymakers, emphasizing the necessity for innovative solutions that align teachers’ entrepreneurial pursuits with their primary educational responsibilities.

Date: 2024
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