Teachers’ Experiences in Balancing Academic Demands and Motherhood

Authors

Grace M. Gumapas, Michelle S. Calimpong

Abstract

This study explored the experiences of public-school teacher-mothers balancing graduate education, classroom responsibilities, and childcare in District 6 of the Oroquieta City Division during school year 2025–2026. Twelve purposively selected teachers participated in semi-structured interviews. Data were examined using thematic analysis. Findings were organized into twelve themes describing lived experiences, nine themes capturing challenges, and nine themes identifying coping mechanisms. Participants described conflicting obligations, compressed schedules, physical and emotional exhaustion, financial pressures, and unpredictable family needs. They responded through time management, adaptive work routines, family and collegial assistance, faith, self-care, and purpose-driven perseverance. The findings underscore that personal resilience and practical support operate together, while more responsive graduate-school and workplace arrangements may reduce avoidable role strain.

Keywords

teacher-mothers; graduate education; academic demands; motherhood; role conflict; phenomenology; coping strategies.