Navigating Instructional Leadership: Lived Experiences of Higher Education Administrators Across Selected Colleges in Northwestern Mindanao, Philippines

This qualitative study examines the lived experiences of higher education administrators serving as instructional leaders in three selected Philippine institutions: Tangub City Global College, Blancia College Foundation, Inc., and Northwestern Mindanao State College of Science and Technology. Employing a phenomenological approach, the research utilized in-depth interviews, document review, and thematic analysis to explore how administrators conceptualize their instructional leadership roles, implement strategies to enhance teaching and learning, address institutional challenges, and contribute to overall academic improvement. Thematic analysis revealed seven core themes: (1) Perception of Administrative Role, (2) Strategies for Enhancing Teaching and Learning, (3) Support and Evaluation through Observation and Feedback, (4) Challenges in Instructional Leadership, (5) Opportunities for Professional Growth, (6) Balancing Standardized Compliance and Teaching Autonomy, and (7) Meaningful Institutional Contributions. Administrators identified themselves as both compliance enforcers and catalysts for faculty development, emphasizing collaborative curriculum design, professional learning communities, and partnerships with industry stakeholders. Despite challenges such as administrative workload, limited resources, and resistance to change, participants demonstrated resilience and adaptability through differentiated supervision and sustained professional learning. Findings underscore that effective instructional leadership—anchored in collaboration, flexibility, and commitment to faculty growth—significantly contributes to improved teaching practices, student outcomes, and institutional performance. The study recommends strengthening evaluator training, expanding professional development opportunities, and promoting shared leadership models to further advance instructional quality in higher education.