In this study, the aim was to determine the perceptions of branch managers working in the provincial organization of the Ministry of National Education (MoNE) regarding the elements of job descriptions, specifically how they express their duties, authorities, and responsibilities. The study adopts the qualitative research design of phenomenology (phenomenological pattern), and the data are collected through semistructured interview forms. Participants were asked three open-ended questions related to duties, authorities, and responsibilities, along with a question aimed at determining participants’ metaphorical perceptions. The study group consisted of 36 branch managers working in the cities of Izmir and Tunceli. Purposeful sampling techniques, including convenient situation sampling and maximum diversity sampling, were used to determine the study group. The data were analyzed using phenomenological analysis, and the analysis resulted in the categorization of participant views on their duties into two themes and five categories. In order of emphasis, the categories were conceptualized as ‘executive-constructive,’ ‘connectorintegrator,’ and ‘facilitator-guidance builder’ for the ‘positive theme,’ while ‘dysfunctional-idle duty’ and ‘ambiguous -joker duty’ were conceptualized as the ‘negative theme’. Four themes related to the responsibility perceptions of MoNE branch managers were identified. The first theme is ‘implementation-application responsibility’, the second is ‘mediation-transmission responsibility’, the third is ‘facilitation-guidance responsibility,’ and the fourth is ‘flawless responsibility.’ The views of MoNE provincial organization branch managers on their authorities were categorized under three themes. The first is ‘authority linked to assigned duties’, the second is ‘sanction-free expertise authority’, and the third is the ‘unauthorized duty’ theme. Two themes were derived from the metaphorical data regarding the duties of MoNE branch managers. The first theme, ‘positive content’, consists of categories such as ‘functioning-achiever’, ‘source of knowledge -problem solver’, and ‘coordinator-connector’. The second theme, ‘negative content’, comprises categories such as ‘unauthorized responsibility’, ‘intermediary’, ‘worthless duty’, ‘ambiguous duty’, and ‘compelling duty’.