Navigating Dual Commitments: Lived Experiences of Single-Parent Teachers in Public Schools

Abstract

Teaching is widely recognized as a profession that demands not only instructional competence but also emotional commitment and sustained engagement with learners’ holistic development. When educators simultaneously assume the role of single parents, they face complex responsibilities that extend beyond professional expectations. This study explored the lived experiences of single-parent teachers in balancing their dual roles as educators and sole caregivers in selected public schools in Aklan, Philippines. Specifically, it examined the challenges they encountered and the coping strategies they employed in managing work and family responsibilities. Using a descriptive phenomenological research design, the study involved six purposively selected single-parent public school teachers from the municipalities of Madalag and Batan, Aklan. Data were gathered through in-depth semi-structured interviews and analyzed using Colaizzi’s phenomenological method to identify essential meanings embedded in participants’ narratives. Strategies such as member checking and peer debriefing ensured the credibility and trustworthiness of the findings. Results revealed four major themes: balancing professional responsibilities and parental obligations, work considerations, financial challenges, and support systems and coping strategies. Participants reported experiencing role conflicts, limited opportunities for professional advancement, and persistent financial pressures due to their responsibilities as sole providers. Despite these challenges, institutional understanding from school administrators and strong support from family members and colleagues emerged as critical sources of resilience. Participants also employed adaptive coping mechanisms such as social engagement, religious participation, and self-care practices to maintain emotional well-being. The findings highlight the need for responsive institutional policies and targeted support mechanisms within the Department of Education to address the unique circumstances of single-parent teachers. Strengthening workplace flexibility, financial assistance programs, and professional development access may contribute to improving teacher well-being and sustaining professional effectiveness.