NAVIGATING DUAL ROLES: CHALLENGES FACED BY TEACHERS IN BALANCING WORK AND FAMILY RESPONSIBILITIES

Education

This phenomenological study investigated the lived experiences of six public school teachers from New Bataan National High School, Bantacan National High School, and Andap National High School in the Compostela West District during the 2024–2025 school year. Using in-depth, semi-structured interviews, the research explored the experiences, challenges, coping mechanisms, and insights of teachers face in managing dual roles as educators and family members. The findings revealed recurring themes of exhaustion, time constraints, and emotional strain, particularly during peak academic periods. Despite these challenges, participants exhibited resilience through strategies such as time management, spiritual grounding, and reliance on family and peer support. Teachers also expressed a strong sense of duty and fulfillment in both roles, though they acknowledged the toll on their personal well-being. The study highlighted the urgent need for institutional interventions, including flexible work arrangements, mental health support, and policies that recognize the complexity of teachers’ lives beyond the classroom. These insights are vital for educational leaders and policymakers aiming to foster sustainable teaching environments, especially in rural settings where resources and support systems may be limited.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.