This study aimed to understand and describe the experiences of public elementary school heads who returned to being classroom teachers of the Division of Davao del Norte particularly in their pedagogy. This study is qualitative-narratological in nature. There were five (5) public elementary school heads who participated in the in-depth interviews. They were selected using purposive sampling method. This study was limited to cover only the responses of five (5) public elementary school heads. The results revealed that the return of the participants was either voluntary or involuntary. Upon their return to classrooms, they had difficulties in the following: disciplining the students in this generation using of gadgets and technology in teaching adjusting with the colleagues adjusting with the work and coping with todays teaching strategies. With regards to their learning, the participants revealed that being a school head was more stressful than being a classroom teacher. They advised other teachers that in pursuing in the administration level, they must have the enough preparation and strong will so that they would not experience returning in the classroom. The results are believed to be significant to teachers and Department of Education for policy making and provision of trainings and seminars on pedagogy to those school heads who returned in classroom teaching.

public

narratology

elementary

school

heads

returning

classroom

teachers