IJECE Published Articles

Abstract This qualitative study explored how educators reconstruct their professional identity as they transition from classroom teaching to school leadership in the Schools Division of Dinagat Islands. Anchored in constructivist ontology and analyzed through Braun and Clarke's Reflexive Thematic Analysis, the study examined the meanings, tensions, adaptations, and realizations that shaped leadership identity among nine school leaders, including those assigned in multigrade and clustered school contexts. Data were gathered through semi-structured, face-to-face interviews and supported by field notes and reflexive documentation. Findings revealed six interrelated themes: reconstructing the self beyond the classroom; leadership competence and resilience; identity challenged toward reshaping oneself; building collaboration of school and communities; identity reconstruction and realization of educators; and multigrade struggle and support. The central essence was a transformational journey of educators where leadership is anchored in resilience, collaboration, and professional redefinition. The study concludes that leadership transition is not a single career event but an ongoing identity process shaped by institutional expectations, emotional labor, role expansion, community engagement, and reflective practice. The study recommends identity-centered leadership preparation, mentoring for newly appointed school heads, support for clustered and multigrade school leaders, and career progression policies that address both technical competence and the human process of becoming a leader. Keywords: Identity Reconstruction, Leadership Transition, School Leaders, Professional Identity, Multigrade Leadership, Reflexive Thematic Analysis