Balancing Responsibilities: Girl Scout Coordinators in Action

Abstract

This study delved into the experiences, coping mechanisms used, and educational insights the Girl Scout coordinators learned in balancing their responsibilities of being a classroom manager and a troop leader. A qualitative approach to phenomenological research was taken from eight (8) elementary school teachers from Governor Generoso, South District. Different experiences were observed: time management challenges, conflict between roles, personal and professional growth, and meeting the needs of the diverse learners. The coping mechanisms used in addressing the challenges were as follows: planning and organization, delegating some responsibilities, having open communication, and collaborating with other teachers. Finally, the educational insights learned from teachers' experiences were the importance of flexibility, the value of teamwork, the opportunity for personal growth, and the need for clear communication. All these themes were ways in which skills cultivated in each role could offer valuable insights into dual responsibilities' potential benefits or challenges. Furthermore, exploring the experiences of teachers balancing the roles of classroom manager and troop leader not only contributed to a comprehensive understanding of modern teaching demands but also provided valuable insights for educators and educational institutions, potentially leading to enhanced classroom management techniques and creative teaching approaches. This study may also be published in any respectable research journal.