Esprit De Corps of School Head: Chronicles of Retired Teachers

Abstract

The study was conducted to unfold the experiences of retired teachers’ narratives and stories based on the management style of the school heads during their service as public school teachers. A qualitative research design was used, and the assumptions on selecting participants and ethics were considered in collecting, analyzing, and interpreting data. Respondents were retired teachers chosen purposely through referrals and using facilitating questions to draw out narratives about their experiences, challenges, coping mechanisms, and further learning insights given their undertakings as technologically inclined teachers. Experiences were found to have been challenged by teamwork and collaboration, authoritarianism and micromanagement, and the impact on learning outcomes. Coping mechanisms have been found to cope through developing a positive relationship with co-teachers, finding meaning in their work, and practicing self-care. Educational insights were critical in building a positive school culture, the significance of the impact of leadership on school culture, and the reflection and self-care to make more meaning with the teaching profession. Future direction may provide effective leadership at all levels, crucial in promoting a positive school culture and supporting teachers in their work. Schools and educational organizations should prioritize ongoing professional development opportunities for teachers, particularly in self-care, teamwork, leadership, and positive school culture.