This study explored the stories of solo-parent school heads in the Divisions of Tagum City and Davao del Norte. Using a qualitative narratological approach, the research examined the balancing on personal and professional aspects faced by solo-parent school heads and how they navigated their dual roles. Four (4) solo-parent school heads from different public schools participated in this study, sharing their stories through in-depth interviews. Findings revealed that these school heads difficulty in managing work-life challenges, difficulty in prioritizing home-school activities, struggling with transition and managing complex school demands, having problems in balancing personal and professional life, and having problems in addressing conflicts while upholding mandates. Despite these experiences, they employed prioritization, time management, support systems, and self-care strategies to effectively balance their responsibilities as both school leaders and parents. Their stories have also shaped their leadership styles, fostering compassion, resilience, and innovation within their schools. Moreover, they found fulfillment in their work and aspire to leave a meaningful legacy through their leadership. This study emphasized the importance of balancing personal and professional responsibilities through a quality work life. The findings suggest that schools and educational institutions may strengthened government mandates that support solo-parent school heads, ensuring a more balanced and sustainable work-life experience.