CHALK AND CHILD: THE BALANCING ACT OF SINGLE-PARENT TEACHERS IN BASIC EDUCATION

Educational Administration

Single-parent teachers carry dual responsibilities as educators and sole providers of their families, exposing them to emotional, financial, and professional challenges. Despite these difficulties, many continue to perform their duties effectively both at home and in school. This study was conducted to explore the lived experiences, coping mechanisms, and insights of single-parent teachers in basic education. The study utilized a qualitative phenomenological research design to understand the participants’ personal experiences and realities. It was conducted in selected secondary schools in Laak South and North District. Eight single-parent teachers were selected through purposive sampling. Data were gathered through semi-structured interviews validated by the research adviser and experts and analyzed using thematic analysis. Findings revealed that participants commonly experienced financial difficulties, emotional stress, time management struggles, and challenges in balancing parental and professional responsibilities. Despite these challenges, they demonstrated resilience through faith in God, proper time management, support from family and colleagues, and maintaining a positive outlook in life. Their experiences also strengthened their sense of responsibility, independence, patience, and dedication as parents and educators. The study concluded that single-parent teachers possess remarkable resilience and adaptability in balancing their personal and professional roles. Emotional, social, and institutional support plays an important role in sustaining their well-being and effectiveness as educators.

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