From Office to Field: Lived Experiences of Administrative Officers in the Schools Division of Koronadal City

Employees often experience career transitions, such as moving from office-based to field-based roles. While such shifts can be stressful, adequate preparation and understanding can significantly ease the process. This study examined the lived experiences of Administrative Officers II as they transitioned from office-based to field-based roles within the Department of Education in the Koronadal City Division. Anchored in a qualitative research design, the study employed transcendental phenomenology, guided by Moustakas’ framework, to examine the lived experiences of 10 Administrative Officers. Through thematic analysis, the study identified six emerging lived experiences that shaped participants' perceptions and behaviors: resource stewardship, efficiency orientation, holistic caregiver identity, collaborative interdependence, adaptive resilience, and pragmatic knowledge application. Five contextual themes were identified that influenced these lived experiences, namely, organizational culture, commute impact, family relationships, professional development, and coping strategies. These contexts highlighted the complex nature of field deployment, personal, and professional spheres. The study revealed participants’ future self-perceptions in four forms: career advancement aspirations, external mobility intentions, organizational retention intentions, and entrepreneurship aspirations. These findings provide meaningful insights into how Administrative Officers manage transitions and responsibilities, and how they envision their professional trajectories. The results offer practical implications for policy development, capacity building, and support systems tailored for administrative personnel in public education.