BALANCING WORK AND LIFE: FROM THE VIEWS OF WOMEN TEACHERS ASSIGNED IN GEOGRAPHICALLY ISOLATED AND DISADVANTAGED AREA

Educational Administration

This qualitative phenomenological study explored the lived experiences of women teachers in rural communities as they navigated the complex demands of balancing professional teaching responsibilities with personal and familial obligations. Conducted in a rural district of Davao de Oro, the study engaged six purposively selected public elementary school teachers who shared in-depth narratives through semi-structured interviews. Thematic analysis revealed the challenges, coping mechanisms, and personal growth associated with their dual roles. Major themes included time management struggles, emotional and physical exhaustion, lack of institutional support, and the compounding effects of rural residency. Despite these challenges, the participants demonstrated resilience through strategies such as effective time planning, setting personal boundaries, fostering support networks, and cultivating a positive mindset. Support from colleagues, family members, and school leaders proved vital in sustaining their well-being. Furthermore, the participants expressed significant realizations marked by personal and professional growth, spiritual reliance, and a deeper understanding of work-life integration. The findings underscore the importance of gender-sensitive leadership, flexible institutional policies, and mental health support systems to enhance the well-being and effectiveness of women educators in geographically disadvantaged areas. The study offers implications for educational leaders, policymakers, and future researchers aiming to promote equity, support, and sustainability in the teaching profession.

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