Understanding different points of view has become crucial for sustainable school leadership as modern educational leaders face growing demands in balancing administrative tasks with classroom teaching. This led the proponent to study the lived experiences of head teachers assigned to District 7, Koronadal City, Philippines. Employing phenomenological study with criterion-based sampling, five head teachers of public elementary schools participated in semi-structured interviews. The research used thematic analysis to draw from several academic frameworks, such as critical pedagogy theory and role conflict theory. Three main themes emerged: (1) the lived experiences of District 7 head teachers with teaching loads; (2) the contexts of lived experiences of District 7 head teachers with teaching loads; and (3) how District 7 head teachers envision their future. Participants expressed satisfaction with their contributions to student learning and teacher development, even though role conflicts and stress are inevitable. The study emphasized the need for comprehensive support systems and legal reforms to address workload management, professional development, and resource allocation in remote educational settings. These insights guide educational stakeholders on the systematic changes required to enhance the effectiveness of leaders and provide head teachers with sustainable working environments.

Keywords: head teachers, teaching tasks, administrative duties, educational leadership, lived experiences, Koronadal City, phenomenological inquiry