ABSTRACT
This study explores the work-related barriers faced by graduate school students who are also full-time teachers. Challenges such as time management struggles, workload overload, emotional stress, schedule conflicts, student-related challenges, and administrative demands impact their ability to balance academic and professional responsibilities. Using a qualitative phenomenological approach, in-depth interviews were conducted with 22 graduate school students from PHINMA University of Iloilo during SY 2023-2024. Thematic analysis identified time management struggles, conflicting schedules, and workload overload as the most significant barriers, often leading to stress and academic difficulties. To cope, participants used time management strategies, task prioritization, self-discipline, use of scheduling tools, and and seeking external support. Based on the findings, policy recommendations were proposed, including flexible academic schedules, workload adjustments, and enhanced administrative support to help working students manage their dual roles effectively.
Keywords: work-related barriers, graduate school students, full-time teachers, policy recommendations
INTRODUCTION
In today’s demanding and competitive academic landscape, many graduate school students must balance their professional responsibilities with the pursuit of higher education. While earning a master’s degree can enhance career opportunities and professional growth, it also presents significant challenges, particularly for full-time teachers who must juggle their teaching duties, administrative tasks, and academic requirements. The ability to effectively manage both work and graduate studies is critical, yet many working students face barriers that hinder their academic and professional performance. According to Fadare et al. (2023), teachers pursuing graduate studies experience various struggles and must develop coping strategies to manage the demands of both their profession and academic pursuits.
Graduate school students who are also full-time professionals often struggle with time management, workload overload, emotional and mental stress, schedule conflicts, and institutional demands. According to Johnson et al. (2024), these work-related barriers can lead to increased stress, burnout, and difficulty in meeting academic expectations, which may ultimately affect their ability to complete their graduate studies successfully. Despite these challenges, many persevere through resilience and effective coping strategies, demonstrating the determination to advance their education while fulfilling their professional obligations.
This study aims to explore the work-related barriers encountered by graduate school students, particularly those employed as full-time teachers. By understanding the specific challenges they face, this research seeks to provide valuable insights into the difficulties of balancing work and academic life. Furthermore, the study aims to propose policy recommendations that can help institutions and employers develop support systems that enable graduate students to manage their responsibilities more effectively.
This research aims to raise awareness and promote institutional improvements for a more inclusive and supportive learning environment. Addressing these challenges ensures teachers pursuing higher education receive the necessary resources and flexibility to excel in both academic and professional roles.
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