Leading With Purpose: The Narratives of Sexagenarian School Heads' Decision to Decline Promotions in Public School

The increasing complexity of educational leadership has prompted many experienced school heads to reconsider career advancement despite meeting promotion qualifications. This study explored the lived experiences of sexagenarian school heads who deliberately declined promotion opportunities within the Philippine public school system. Specifically, it examined their experiences, coping mechanisms, and insights that influenced their career decisions and leadership perspectives. Employing a qualitative narrative inquiry using a narratological approach, the study involved purposively selected public school heads aged 60 to 64 years from the Polomolok West and East Districts, Schools Division of South Cotabato. Data were gathered through semi-structured, in-depth interviews and analyzed using Colaizzi's phenomenological method to identify significant meanings and emergent themes. The findings revealed five themes describing participants' experiences: work-family time conflict, leadership stress and pressure, redefining success and priorities, missed family milestones, and observed negative role models. Their coping strategies were characterized by managing workload expectations, prioritizing health and well-being, choosing family over career, avoiding political work stress, and maintaining close relationships. Participants further emphasized leadership through service, prioritization of well-being and balance, personal fulfillment, and value-driven decision-making as defining insights from their experiences. The findings indicate that declining promotion represents a deliberate and reflective leadership decision rather than diminished professional commitment. Veteran school heads continue to make significant contributions through mentorship, instructional leadership, and organizational stability while preserving their personal well-being and family relationships. The study contributes to the literature on sustainable educational leadership by demonstrating that leadership effectiveness is not solely measured through hierarchical advancement. It recommends developing flexible career pathways, leadership wellness initiatives, mentorship programs, and succession planning policies that recognize the continuing contributions of experienced school leaders while promoting leadership sustainability in public education.