Abstract
School organizations are expected to foster collaboration, professionalism, and healthy interpersonal relationships; however, organizational divisions and informal school factions remain realities that may influence teachers' professional experiences and workplace well-being. This phenomenological study explored the lived experiences of teachers working in schools characterized by organizational divisions and school factions. Specifically, the study sought to understand how teachers experienced school factions, the challenges they encountered, the effects on their professional and personal lives, the coping mechanisms they employed, and the insights they could offer toward creating healthier organizational environments. A qualitative phenomenological research design was employed. Purposive sampling was used to select teachers with firsthand experience of the phenomenon. Data were gathered through semi-structured, in-depth interviews and analyzed using Braun and Clarke's thematic analysis to identify recurring patterns and essential meanings. The findings revealed that school factions emerged from leadership transitions, interpersonal conflicts, communication barriers, favoritism, and informal alliances within the school organization. Participants described experiences of emotional distress, diminished trust, professional isolation, and strained workplace relationships. Despite these challenges, teachers demonstrated resilience by maintaining professionalism, prioritizing learners' welfare, practicing emotional regulation, fostering positive communication, and seeking support from trusted colleagues. The participants emphasized the importance of ethical leadership, transparent communication, collaborative decision-making, and psychologically safe workplaces in strengthening organizational harmony. The study concludes that while school factions significantly influence teachers' professional experiences and well-being, resilient teachers continue to uphold their commitment to quality education. The findings provide valuable insights for educational leaders and policymakers in developing interventions that promote inclusive, collaborative, and supportive school cultures.
Keywords: school factions, lived experiences, phenomenology, teacher well-being, organizational climate, educational leadership
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