This phenomenological study aimed to explore the roles and experiences of public-school heads in Laak North District, Davao de Oro Division. The study is grounded in Social Learning Theory and Cognitive apprenticeship paradigm which emphasizes the influence of social interaction and observational learning in facilitating the transmission of specialized expertise and competencies. Using purposive sampling, ten (10) public school heads from elementary and secondary who have at least one newly hired teacher in Laak North District were chosen as the participants of this study. The data were analyzed through thematic analysis. Results revealed that the lived experiences of school heads are the following: insufficient time to conduct IPBT; limited funds and resources for the IPBT implementation; lack of readiness of teachers; constant guidance in the induction process; conduct the monitoring and supervision of beginning teachers; and providing support and mentorship to the beginning teachers. To reduce the challenges of the IPBT implementation, school heads have the following coping mechanisms: support and guidance from experienced colleagues and superiors; careful planning of the IPBT activities with the mentors and mentees; regular communication with the beginning teachers and mentors; coaching and mentoring sessions in the induction process; flexibility of school heads in the implementation of IPBT; and habitual reading of IPBT modules and related issuances. Furthermore, the insights of school heads are summarized by the following four (4) themes: continuous professional development for school heads; collaborative effort in the school with the stakeholders; effective communication between mentors and mentees; and strategic planning with the stakeholders. The result of this study is beneficial to public-school mentors, beginning teachers, and DepEd authorities in the implementation of IPBT. These findings provide a comprehensive understanding of the practical realities of IPBT implementation and suggest pathways for enhancing the program's effectiveness through improved support, planning, and communication strategies.