Navigating Dual Roles: The Experiences of Single-parent Teachers in Balancing Work and Family Life

Abstract

This qualitative phenomenology study explores the unique experiences faced by single-parent educators in managing the demands of both their professional and personal lives. Conducted among 10 public elementary and secondary school teachers, and identified as single parents in the Division of Davao del Sur, the study sheds light on how these educators navigate their dual roles. Through in-depth interviews, three major themes emerged regarding their challenges: (1) work-related time constraints, (2) mental, emotional, and physical exhaustion, and (3) difficulties in managing limited personal and financial resources. Grounded in work–family conflict theory, the findings illustrate how overlapping role demands intensify strain and heighten vulnerability to burnout. The study also identifies key strategies the participants use to maintain balance, including effective time management, strengthened familial communication, reliance on personal support networks, and the use of digital platforms to facilitate communication and streamline instructional tasks. These strategies reflect resilience theory, emphasizing adaptive coping mechanisms that help individuals sustain productivity despite role strain. Furthermore, the study highlights essential forms of support needed by single-parent teachers: institutional support through flexible work arrangements and considerate task distribution; financial assistance programs from government and educational organizations; and empowerment initiatives that enhance professional skills, emotional well-being, and self-efficacy. Participants emphasized the importance of school-based policies aligned with the Expanded Solo Parents Welfare Act (RA 11861), underscoring how policy implementation directly affects their well-being and workplace performance. Overall, the findings illuminate the significant emotional endurance required to sustain teaching quality while fulfilling single-parent responsibilities. The study contributes to policy development by underscoring the urgency of school-level interventions, such as family-friendly policies and targeted wellness programs, to reduce work–family conflict and strengthen teacher retention. Practical implications for schools include rethinking supervisory practices, redistributing workloads, and institutionalizing support structures that enable single-parent teachers to thrive both professionally and personally.