School heads are responsible for instructional leadership roles in addition to the management of facilities and people. However, administrative tasks took much of the school head’s time rather than instructional activities. The purpose of this qualitative phenomenological research study was to investigate the lived experiences, opportunities and challenges, and coping mechanisms of seven school heads in the performance of their duties assigned in Sibalom South District. This study utilized qualitative research design in phenomenological approach to analyze the participants' leadership experiences, leadership challenges, and coping strategies. The research employed various data collection techniques, including unstructured interview guide with open ended questions. Through interviews, school heads provided valuable insights into their daily responsibilities, coping mechanisms, and interactions with stakeholders. The result showed that their lived experiences in the performance of their duties and responsibilities have varied roles such as instructional leaders who involve themselves in setting clear goals, allocating resources to instruction, managing the curriculum, monitoring lesson plans and evaluating teachers; administrative leaders who make decisions about budgets, staffing, and facility management. They faced challenges in performing their duties and responsibilities in helping teachers improve their skills, developing curriculum, creating harmonious relationship, insufficient resources, poor technological skills and strengthening school and community relationships. In their capacity as school heads, they have the power to influence student learning outcomes, the growth of individual and professional educators, the creation of a supportive learning environment, the networking and connections of both internal and external stakeholders, and the overall success of the institution.