Abstract
The responsibilities of school registrars have become more complex as they navigate administrative duties alongside a strategic focus on student inquiries. They ensure the accuracy and security of information to uphold academic policies, registration processes, grading, enrollment, degree certification, and related operations. This phenomenon was the focus of this descriptive phenomenological study, which unfolded the lived realities of registrars from a private university in Cebu City, Philippines. Eleven (11) participants in the study participated in in-depth interviews using a semi-structured interview guide. Colaizzi's approach in analyzing data was employed and generated eight (8) themes, including quality of life, administrative burden & productivity drain, technological constraints, emotional & physical strain, and pressure from stakeholders—also, peer support & team-based coping, personal coping & resilience, and desire for organizational change. The study revealed that both challenges and adaptive coping mechanisms mark the lived experiences of registrars in a private university in Cebu City. While their responsibilities extend beyond routine administrative tasks to ensuring compliance with institutional policies and responding to stakeholder needs, these demands often result in administrative burden, technological limitations, and significant emotional and physical strain. Nevertheless, registrars demonstrated resilience through peer support and personal coping strategies, alongside a clear desire for organizational improvements. These findings underscore the importance of implementing systemic reforms to alleviate workload pressures, enhance technological resources, and bolster institutional support. Ultimately, improving the quality of life and work conditions of registrars is not only vital for their well-being but also instrumental in ensuring the efficiency and integrity of academic operations.
