Lunday

Research Journal of the Graduate School of Bulacan State University

Print ISSN 1656-3514

Online ISSN 2980-4353

https://orcid.org/0000-0001-6644-0736

Abstract

This study aimed at addressing research gaps by determining how the management practices of academic designees’ trifold functions differ in school classroom, and home, across State Universities and Colleges (SUCs) in Region III. Utilizing a convergent parallel mixed-methods design, quantitative data were collected through surveys while qualitative data were gathered via in-depth interviews. Respondents were young to middle-aged, married women from middle-income families with strong educational qualifications, prior teaching experiences, and a combination of new and seasoned leadership. Findings revealed that classroom management significantly varies across SUCs, while school and home management were consistent since they showed non-significant variation. Demographic predictors influenced the management practices.

Analysis of Variance revealed that school and home management do not significantly differ while classroom management variations were noted. These results reflected the diverse teacher role practices across institutions and challenges studies stating that demographic predictors do not affect classroom management while maintaining alignment with research on the structured nature of school and home management.

Keywords: Academic Designee, School Management, Classroom Management, Home Management, Trifold Function 

Introduction

Effective School Management paved the way for students to acquire holistic learning experiences, further enabling them to produce quality outcomes in the ever-evolving landscape of the educational system. In the Philippines, periods of colonization shaped the way schools were managed. The country's rich history has influenced how schools are managed and helped formulate education policies and reforms in a diverse cultural landscape. Moreover, the fundamental Filipino values of kinship and community that are significant to the country's sense of self and interpersonal relationships were influenced by colonization, which transcends to today's modern school leadership. Educational systems continue to face ongoing issues of ineffective leadership, lack of teacher motivation, and students' low academic performance (Aganon, 2021). Research has indicated that school administrators' competence and leadership style significantly determine these results. While extensive research has examined school leadership, classroom management, and parental involvement independently, little attention has been given to the management practices of academic designees who are faculty members of the selected SUCs with administrative positions and concurrently embody the roles of parent, teacher, and school leader.

This gap became even more apparent during and after the COVID-19 pandemic which drastically redefined the functions of academic designees, as they were suddenly expected to manage their own families in lockdown situations. At the same time, they are suddenly required to navigate digital transitions, uphold academic continuity, and provide emotional and logistical support to students and colleagues (Crawford et al., 2020; Kim & Asbury, 2020). Correspondingly, the boundaries between personal and professional roles are became blurred due to the abrupt shift to remote learning, which requires teachers and administrators to demonstrate a new level of digital adaptability and competency (Trust & Whalen, 2020). UNESCO (2021) reported that after the pandemic, many of these duties continued with increased demands for overseeing the recovery of their institution, addressing learning gaps, and implementing inclusive and flexible learning strategies. 

The recurrence of extreme heat events has introduced additional complexities to higher education management. Elevated heat indices have led schools to suspend in-person classes and adopt alternative delivery modes (ADM) to ensure health and safety of students and employees. In response, the Commission on Higher Education (CHED, 2022) has provided guidelines for flexible learning, while Department of Education (DepEd) empowered school heads to implement learning continuity plans (DepED, 2024). These climate-related shifts underscore the growing complexity of the academic designees' trifold functions (the three roles of an academic designee, such as school leader, teacher, and parent) experienced during the COVID-19 pandemic, requiring them to adjust workloads, maintain instructional quality as well as resource reallocation.  

Events such as health crises or environmental disruptions intensifies the demands of the academic designees, trifold functions. These overlapping responsibilities create challenges that require deliberate management strategies and practices. In this light, this aimed to close this gap by examining the academic designees’ trifold functions and the variables that affect their management practices in the school, classroom, and home in the post-pandemic era. 

Methodology

This study employed convergent parallel mixed-methods research design with the aim of examining the depth and breadth of the management practices in the academic designees’ trifold functions. It is the purpose of this design to combine quantitative and qualitative collection and analysis of data to gain comprehensive understanding of the research questions. This design involves the simultaneous collection of both quantitative and qualitative data, separate analysis of the processed data, and lastly, data triangulation to see if the results meet or deviate. 

A combination of an adapted (Part I-III), (TALIS-OECD, 2019) and researcher-made (Part IV) survey questionnaires consisting of demographic questions and benchmark statements that describes the academic designees’ management practices were utilized to collect the quantitative data. The development and adaptation of the survey ensured content validity, theoretical alignment, and relevance to the context of Philippine higher education. The survey questionnaire was subjected to a thorough validation process involving careful review of the questionnaire’s content, structure, and relevance to the study’s objectives. The pilot testing results helped the establish the reliability of the survey with an obtained Cronbach’s Alpha of 0.918. 

The respondents' demographic profile was established with the assistance of the data gathered thru this survey. While, the academic designees' management practices in managing their trifold functions in school, classroom, and at home were quantified and described using Likert scale items. At the same time, ANOVA were used to compare the management practices of academic designees across SUCs in Region III. Correlation analysis examined the significant relationship between the respondents' trifold functions. The researcher utilized Multiple Regression analysis to identify the factors that significantly affect the management practices in the trifold functions of academic designee. 

Meanwhile, semi-structured interviews were conducted simultaneously with the survey, to collect qualitative data. The academic designees' experiences in managing school, classroom, and home have been discussed in depth during the interviews. The researcher has recorded the interviews on audio with the consent of the participants. During the processing of data, the researcher manually transcribed the participants responses verbatim after repeated listening to the recordings. In this study, the reflexive thematic analysis by Byrne (2021) were conducted following the six-phase approach of Braun and Clarke. The interview transcripts have been identified and understood by applying this strategy. In the end of data analysis, data triangulation was conducted to examine the convergence between the quantitative and qualitative findings which had strengthen the study’s overall conclusion later on. 

The study’s population was composed of the academic designees in the seven provinces of Region III, which included eleven state universities and colleges such as 36 ASCOT of Aurora Province, BPSU in the province of Bataan, BSAC and BulSU in Bulacan Province, CLSU and NEUST of Nueva Ecija Province, DHVSU and PSAU of the Pampanga Province, PRMSU in Zambales province, as well as TAU) and TSU) of the province of Tarlac. To estimate the sample size and secure the credibility and dependability of the study's findings, the researcher utilized the Raosoft Sample Size Calculator. It is noted that Raosoft is primarily designed for the random selection of respondents (Memon et al., 2020), however, to guarantee a meaningful data analysis, it served as a guide to ensure that even when purposive sampling was used, it still met the recommended number of respondents. The study employed purposive sampling to ensure adherence to the inclusion criteria. The selected participants comprised faculty members from the chosen SUCs who held administrative positions and were either parents or had children. After considering the size of SUC and the number of its program offerings, the number of respondents across eleven SUCs was identified as two hundred eighteen in total (N=218). Meanwhile, the number of respondents from each SUC was obtained by dividing the number of academic designees in each SUC by the total sample size, which Raosoft computed, and the quotient was multiplied by 100. Utilizing this method helped secure a fair distribution of respondents across SUCs.

Results and Discussion

Demographic profile of the respondents

The first half of the demographic characteristics indicates that most respondents are under 40. This group comprises the most significant number of respondents who are under 40, accounting for 32% of the total, or 56 people. Second, 64 respondents, or 36.6% of the sample, are male which suggests that the number of female respondents, or 111, or 63.4% of the sample size, is substantially higher. Third, 138 (78.9%) married respondents, 15 single parents, and 17 single respondents, making up 8.6% and 9.7% of the samples, respectively. Additionally, five widower respondents answered the survey, making up 2.9% of the total sample size. Fourth, according to the data, 84% of the respondents, or the majority, had one to three children. Fifth, almost 36%, or 63 respondents, have lower medium incomes, between ₱21,000 and ₱45,000, while 24.6%, or 43 respondents, have middle incomes between ₱46,000 and ₱75,000. A sizeable percentage of respondents, 25.7% or 45 people, fall into the upper-middle-income group. Additionally, only 2.3%, or four respondents, are in the low-income category, while 11.4%, or 20 people, are in the high-income group.

Sixth, 59 respondents, have a doctorate, accounting for 33.7% of the total sample. However, 39 respondents, or 22.3%, have finished the coursework needed to earn a PhD. Most respondents hold a master's Degree or above; thirty respondents, or 17.1% of the total, have a master's Degree with units toward a doctorate, and thirty respondents, or 20% of the total, hold a Master's Degree. Four responders, or 2.3% of the total, have finished the master's degree requirements. Additionally, only 0.6%, or one respondent, holds a baccalaureate degree, whereas 3.4%, or six respondents, have a bachelor's Degree plus units in a master's Degree. Most participants have doctorate degrees, with a noteworthy 33.7% holding the most significant proportion. Seventh, the number of institutions that the respondents served as academic designees reveals that thirty-four respondents, or seventy-six percent (76.6%), have only worked at one or two schools. Eight, the information from years of experience as an academic designee reveal that most respondents (76), or 43.7%, have been academic designees for nine or more years, the most significant percentage. In contrast, 14.9%, or 26 respondents, have 3–4 years of experience, and 21.1%, or 37 respondents, have 0–2 years. 10.3%, or 18 respondents, have 7-8 years of experience, while 9.75, or 17 respondents, have 5-6 years. Ninth, the years of experience as an academic designee at the current school showed that most responders (60), or 34.3%, had worked as academic designees at their current institution for nine years or more. Only 9.1%, or 16 respondents, have 7-8 years of experience, but 24.6%, or 43 respondents, have 0–2 years, 18.3%, or 32 respondents, have 3–4 years, and 13.7%, or 24 respondents, have 5–6 years. Finally, the plurality of respondents (79), or 45.1%, had taught for nine years or more before being appointed as an academic designee. However, 20.6% of respondents, or 36 people, have been teachers for 0–2 years; 12% of respondents, or 21 people, have been teachers for 3–4 years; 10.9% of respondents, or 19 people, have been teachers for 5–6 years, and 11.4% of respondents, or 20 people, have been teachers for 7-8 years before being an academic designee.

Management Practices of Academic Designees across SUCs in Region III

School management has a mean value of 3.72 and SD=0.34, the area with the lowest mean yet still relatively high, as shown by the quantitative results. This indicates that the academic designees consistently practice school leadership roles, which may be slightly more challenging than their classroom and home management roles. Also, the low standard deviation denotes relatively uniform practices across the respondents. On the other hand, the qualitative findings reinforced the quantitative data. Time and task management emerged as the most prevalent theme in the participants' narratives. Their strong emphasis on this implies that academic designees exhibit strong competencies in organizational management and leadership competencies, contributing to smoothly delivering the schools' day-to-day operations. In addition, support systems and collaboration also emerged as the second frequently mentioned theme. This emphasizes that leadership roles are carried out not by one individual alone but by a network of individuals or stakeholders. EdTech Evidence Exchange (2022) emphasized that schools that implemented technology-based outreach increased parent-teacher engagement through digital communication platforms. This suggests that academic designees can use technology to strengthen cooperation and communication with students, parents, and coworkers. Meanwhile, classroom management displayed the highest mean value of 3.80 and SD=0.40, which indicates that academic designees frequently practice classroom-related responsibilities. However, their responses are slightly more varied than those of school and home management.

Furthermore, a mean value of 3.77 and SD = 0.31 were recorded for home management, which implies that academic designees were strongly and uniformly practicing the same parental roles. These results support the findings of Nyanamba et al. (2021), when they highlighted how parents demonstrated certain degrees of optimal motivation to support their children's remote learning throughout the global pandemic. Overall, the quantitative findings recorded a grand mean (M=3.75) and SD=0.35 across the three management practices. These figures are proof of strong and consistent management practices among academic designees across SUCs in Region III. Moreover, these quantitative results were supported by the qualitative findings as they exhibit the realities of the academic designees’ trifold functions as evidenced by the three themes. The first theme that became distinct and recognizable were role adaptability and integration, followed by support systems and collaboration, and lastly, time and task management.

The qualitative findings reveal the centrality of time and task management in classroom management. These findings suggest that academic designees’ effectiveness largely depends on their ability to manage time and tasks well. Planning and prioritization skills are essential for balancing teaching and administrative duties. This aligns with the OECD (2023) report, which states that while many teachers worldwide face burnout, academic designees remain committed to managing their classrooms. Verbatim quotes from PSAU-R4 reflects the theme Time and Task Management, while the theme Support Systems and Collaboration can be mirrored from BASC-R2, and DHVSU-R2 reflects the theme Role Adaptability and Integration.

" I often encounter conflict when it comes to time management, when my work schedule does not fit with my daughter’s school time."

(PSAU-R4)

"You have to explain it to them na it is part of your job."

(BASC-R2)

"Adaptability is a learned process."

(DHVSU-R2)

In general, academic designees were consistently and regularly observing their school, classroom, and home management practices, which is reflected in the high mean values and low standard deviations. However, institutional differences were noted in the mean scores of each SUCS. BPSU marks the highest mean scores in the classroom (m=3.95) and home management (m=3.98), which implies that classroom and home management practices were regularly and consistently observed. While a comparatively consistent and steady management practice across the school, classroom, and home were recorded in NEUST and TAU. Additionally, PRMSU, on the other hand, recorded the lowest mean scores in all three functions: home management (3.60), classroom (3.47), and school (3.57). This suggests that their academic designees had more complicated or limited experiences. Furthermore, the higher standard deviations at PRMSU suggest that individual experiences are more variable due to job ambiguity or uneven institutional support.

Relationship between the respondents' trifold functions

The results of the Analysis of Variance (ANOVA) reveal that there are no statistically significant differences between State Universities and Colleges (SUCs) in Region III in terms of home management (F = 1.396, p = 0.187) and school management (F = 0.784, p = 0.644). At the same time, there is a statistically significant difference in classroom management (F = 2.367, p = 0.012). This study suggests that, in contrast to their comparatively consistent management practices in school and at home, academic designees' management practices in the classroom differ significantly between institutions. Thus, the null hypothesis (Ho1) is accepted for school and home management but rejected for classroom management. Academic designees are relatively consistent in school and home management but significantly vary in their classroom management practices across institutions.

School and classroom management have a coefficient r=.306 at p<0.01, which indicates a moderate positive correlation, which can be interpreted that school management contributes to classroom management, but with a moderate association level. Classroom management techniques are moderately but favorably impacted by leadership and administrative practices demonstrated in school management. Cerit et al. (2020) confirm that when instructors feel supported by administrators, their impression of their performance, which is linked to classroom management, improves, suggesting that classroom control is indirectly impacted by school administration. Meanwhile, school and home management have a coefficient r=.444 at p<0.01, indicating a moderate to strong positive correlation, which can be interpreted as a mild to strong association within these areas. How academic designees handle their home responsibilities is more closely linked to how they handle their school obligations. The findings about the interconnection between home and school were highlighted by PIDS (2022), which indicated that a significant percentage of Filipino instructors had trouble juggling their personal and professional responsibilities, especially while learning remotely. Lantsoght et al. (2021) highlight the intersection of familial obligations and institutional expectations, implying a shared effect and pressure in both areas. Academic designees frequently make concessions and modifications to uphold both sets of obligations. This is particularly clear from the theoretical framings of Role Theory as observed in the qualitative data's Adaptability and Role Integration theme. Role theory is reinforced by these adaptive strategies of the academic designees, while SCCT supports that adaptability is developmental and intentional, not reactive. Finally, the fulfillment acquired by academic designees resonates with the concepts of Role Accumulation theory. However, the role transitions that academic designees were experiencing can be explained by Contingency Management theory.

Moreover, classroom and home management have a coefficient r=.366 at p<0.01, which indicates a moderate positive correlation, which can be interpreted that academic designees manage both classroom and home well. How academic designees handle their domestic duties moderately impacts their classroom practices (and vice versa). This is corroborated by Tayaban and Balagtas (2023), who demonstrate how empathy and parenting viewpoints affect classroom behavior and student relationships and propose that home management techniques be translated into classroom management. Delos Santos and David (2022) also demonstrate how family stability frequently improves classroom management confidence, which is reinforced by school support systems. Tamayo and Cruz (2021) emphasize how family dynamics training improves instructors' classroom proficiency, assisting in the moderate link between home and classroom management. These results show statistically substantial correlations between classroom-home, school-classroom, and school-home management, even though all three domains are interconnected. The academic designees' management of personal and professional responsibilities is meaningfully interconnected. Thus, the findings reject the null hypothesis (Ho2) and establish a significant positive relationship among academic designees' trifold functions.

Demographic factors that affect management practices

Academic designees' efficacy in school management and specific demographic indicators have complex correlations, as shown in Table 19. According to the respondents' profiles, most academic designees were under 50, and the largest group were under 40. Older respondents' representation steadily decreased, especially among those between 55 and 59 and 60 and 65. Correspondingly, age notably demonstrated the most significant adverse effect (Beta = -0.279, p = 0.001), suggesting that older academic designees tend to demonstrate lower school management. This is consistent with Githaiga and Kipsoi's (2020) findings that there was no significant relationship between age and instructional leadership, indicating that age alone may not significantly impact leadership ability in educational contexts. Santos and Diaz (2022) and Tannenbaum and Schmidt (2022) support this interpretation by stressing that contextual engagement and professional experience are more important factors in predicting leadership effectiveness than age. On the other hand, with 45.1% claiming nine or more years of teaching experience, most respondents had significant classroom experience before assuming an academic designation. This context validates that teaching experience (year C) significantly improves school management (Beta = 0.245, p = 0.002). Academic designees' knowledge of educational processes is enhanced by prolonged exposure to classroom environments, which fortifies their basis for overseeing school operations. Additionally, there were a strong positive correlation between school management and economic status (es) (Beta = 0.196, p = 0.038), which suggests that economic status affects school management. According to survey results, a significant portion of participants (36%) made between ₱21,000 and ₱45,000 per month, and 25.7% were in the upper middle-income range (₱46,000–₱75,000. The percentage of responders with low or high incomes were lower. This finding is consistent with those of Ryu & Fan (2022), who found that the association between financial worries and psychological distress were more pronounced among the unmarried, the unemployed, lower-income households, and renters than their counterparts. This emphasizes how economic stability supports an individual's psychological well-being, which is important for effective leadership in educational contexts.

The findings provide important information about how particular demographic factors affect academic designees' classroom management. Based on the demographic data, most respondents (76.6%) have served as academic designees at only one or two schools. Only a small percentage have worked at three to eight schools, indicating that most respondents have significant yet somewhat limited experience within a single institution. The most significant adverse effect was seen in the number of schools served (ss) as an academic designee (Beta = -0.266, p = 0.001), indicating that those with more school experience tend to report lower competence in classroom management. This result is consistent with Buhori et al. (2022), who highlighted that there is no one-size-fits-all method for transformational leadership and that leaders' efficacy may suffer if required to adapt to various institutional contexts regularly. The outcome lends credence to the idea that consistent and intimate knowledge of a single school setting is more advantageous for efficient classroom management than extensive, sometimes disjointed, experience in several different schools.   

However, as for the years of experience as an academic designee at the current school (year B), the demographic data revealed that a significant portion of the respondents (34.3%) have served for nine years or more, with some holding shorter tenure. The regression analysis showed that year B has a favorable effect (Beta = 0.271, p = 0.006), suggesting that greater classroom management techniques are linked to longer tenure at the same institution. According to Chirchir and Kalai (2022), leaders who stay in the same school environment over time tend to become more resilient and adaptable, which enables them to create more consistent leadership practices.

According to the respondents' profiles, most academic designees were under 50, and the largest group were under 40. There was noticeable decrease between 55 and 59 and 60 and 65. The results showed that age was the sole significant predictor among all the predictors of home management practices, with a p-value of 0.014 and a standardized regression coefficient of Beta = -0.227. This statistically significant inverse relationship implies that academic designees' efficacy in household management tends to diminish as they get older. Thus, the null hypothesis that "The demographic factors do not significantly affect the academic designees' management practices of the trifold functions" is partially rejected based on the regression analysis results.

The development of the Trifold Functions Model of an Academic Designee (TriFMAD) was anchored on the integration of quantitative and qualitative results, highlighting the complex realities of academic designees in various State Universities and Colleges (SUCs) in Region III. TriFMAD summarizes personal and contextual factors that helped academic designees effectively navigate their role as a school leader, as a teacher, and as a parent, all at the same time. The centrality of the design of TriFMAD points to academic designee that is placed at the core. The interdependence and balanced significance of the trifold functions were illustrated using a triangle. While the interconnection of these roles is represented by the bidirectional arrows. The researcher positioned the three main themes—Time and Task Management, Support Systems and Collaboration, and Role Adaptability and Integration—around the framework to reflect their interconnected roles.  These themes act as the fundamental variables that allow academic designees to achieve balance among their trifold roles.

Time and Task Management emerged as a central theme and reflects the academic designee’s ongoing challenge of juggling multiple and often competing demands. Sub-themes such as Time Management & Task Prioritization, Role Boundaries, and Work-Life Balance reveal that managing one's schedule, setting clear boundaries, and protecting emotional energy are crucial for maintaining functionality across roles. The findings support existing reports from the Philippine Institute for Development Studies (2022) and the OECD (2023), which note high stress levels and burnout among educators simultaneously navigating professional and domestic obligations, especially in resource-constrained and high-demand environments. In the context of TriFMAD, time management is not merely about efficiency; it is about sustaining professional identity while preserving personal well-being. Role Strain theory validates the difficulties experienced by academic designees as they overcome the conflicting demands of their role. Similarly, Contingency Management Theory depictsthat flexibility is necessary for efficient time and task management, where strategies must adapt to context-specific factors, including role complexity and institutional capacity. Support Systems and Collaboration is the second major theme, which shows the significance of various external support systems that academic designees need to be capable of managing their combined roles. Sub-themes such as Institutional Support & Policies, Delegation & Support System, Communication & Consultation, and Family Support & Role Sharing emerged, which served as the backbone of the academic designees, since without these, they would not have the capacity to manage their trifold functions effectively. This theme reflects the influence of SCCT as it demonstrates the importance of personal and contextual factors that help bring out the collective works to help maintain the trifold functions. Additionally, EdTech Evidence Exchange (2022) and CHED (2024) emphasize the value of collaboration and partnerships for academic designees to thrive. Moreover, the context-based decisions made by academic designees as to how and when to delegate, collaborate, or request support are explained by Contingency Management theory, demonstrating the need for institutions to be adaptive and responsive to the demands of each individual. The ability of the academic designees to be flexible were exhibited in Role Adaptability and Integration as a final theme. Both cognitive and emotional flexibility were reflected in the sub-themes: Leadership & Professionalism, Applying Parenting Approaches to Teaching, Use of Technology & Innovative Approaches, Sacrifices & Adjustments, and Role Acceptance, Adaptability & Resilience. Academic designees are continuously recalibrating their individual capacities to cope up with the demands and complexities of their trifold functions, which in turn affirm the TRiFMADs’ view that the trifold functions of academic designees are intertwined, not mutually exclusive.

As such, the TriFMAD not only illustrates the interwoven nature of trifold functions in managing the school, classroom, and home but also provides a theoretically grounded pathway for systemic enhancements in educational governance through the following proposed steps to support its adoption and integration into relevant educational policies and practices:

Step 1: Policy Recognition and Endorsement

Present the model and its relevance to educational leadership in policy consultations and dialogues with SUC leaders, institutional boards, and the Commission on Higher Education, or CHED. Also, vouch for the official recognition and adoption of the model in institutional policy frameworks, manual of operations, faculty manual, and leadership handbooks.  Include the model as a reference in institutional policies concerning academic designees, such as faculty workload, faculty development, and leadership functions.

         Step 2: Institutional Awareness and Capacity-Building

Organize information drives, seminars, and workshops for academic designees to familiarize them with the model. Additionally, training modules shall be developed based on three major themes: a) Time and Task Management, b) Support Systems and Collaboration, and c) Role Adaptability and Integration.

         Step 3: Model Integration in Performance Evaluation and Development Planning

Align institutional performance evaluation tools with the trifold functions by incorporating measurable indicators under leadership, instructional, and familial domains. Additionally, individual performance commitment review (IPCR) forms and strategic performance management system (SPMS) should be revised to reflect the model's components.

         Step 4: Curriculum and Instructional Development

Incorporate the TriFMAD framework in curriculum revision and recalibration of graduate programs in Educational Management. 

Step 5: Institutional Support and Mechanisms

Develop mentorship programs for newly appointed academic designees as well as refresher programs for seasoned designees. Provide alternative work arrangements that are flexible to the role demands of nursing mothers, solo-parents, and parents of PWDs. Delegate support personnel to academic designees with concurrent positions.

Step 6: Monitoring and Evaluation

Assign a committee that monitors the implementation of programs involving TriFMAD. Create evaluation tools to gather feedback about TriFMAD. Feedback results should be documented to serve as inputs in formulating institutional policies concerning TriFMAD.

         With all of this information, meaningful implications are hereby provided to the academic designees and their institutions by TriFMAD.  This framework will help the academic designees to be understood by other individuals regarding the complex nature of their role. Also, the academic designees can use this framework to reflect on their realities and adjust their perspectives if needed. SUCs, on the other hand can change their role expectations from the academic designees, allowing them to develop policies that are responsive to the role demands of the academic designees and support mechanisms that will uphold the health and well-being of the designees. Integrating TriFMAD will provide a pathway for institutional resilience and responsive and adaptive leadership development.

Conclusion and Recommendation

This study provides critical insights about the distinct yet interdependent roles of academic designees in managing their trifold functions. The consistently high ratings across school, classroom, and home roles showed that academic designees are effectively balancing and managing their responsibilities. The need for context-sensitive approaches to instructional leadership is needed particularly in the classroom. Effective leadership in the workplace complements parenting skills at home and vice versa which was mirrored by the significant relation between school and home management.

The study confirmed the interdependent nature of personal and professional leadership which validates the TriFMAD framework which underscores how the trifold functions are interwoven and shaped by institutional context and individual circumstances. Classroom management appeared as the most variable domain which emphasize its sensitivity to factors such as, teaching experience, workload, as well as institutional environment.

Aspects of management practices were significantly influenced by demographic predictors such as age, years of experience, and the number of schools served. This calls for targeted capacity-building programs where the academic designees’ evolving professional identities and personal context can be accounted for. 

Several recommendations were proposed based on the study's empirical results and conclusions. 

1. Policy and Structural Support

State Universities and Colleges (SUCs) should develop institutional support mechanisms to help maintain effectiveness in the school, classroom, and home management. 

SUCs may include the model as a reference in institutional policies concerning academic designees, such as faculty workload, faculty development, and leadership functions. 

SUCs should be develop policies promoting work-life balance to sustain productivity and well-being.

2. Leadership Development

SUCs should continuously foster the professional growth and development of academic designees by offering more opportunities for advanced studies and leadership capability training, since this will enhance their expertise and contribute to institutional stability. 

SUCs may develop professional development programs tailored to the unique needs and role demands of young and old academic designees, particularly those with concurrent designations.

3. Institutional Sharing 

SUCs are encouraged to share their successful approaches and best practices to address the significant differences in classroom management. 

4. Future Research

Future studies might shift focus away from demographic factors when assessing leadership effectiveness. Other variables, such as social, environmental, psychological, and support systems, may be considered.

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