Hurdles and Breakthroughs of Academic Work-life Balance of Science Teachers in Pursuing Post-graduate Studies

Modern education systems increasingly expect science teachers to attain advanced qualifications, intensifying the challenge of academic work-life balance. As educators navigate teaching, research, and personal responsibilities, they face a complex relationship of demands, potentially leading to burnout and diminished well-being. Although work-life balance in higher education is widely studied, the specific experiences of science teachers simultaneously serving as educators and postgraduate students remain underexplored. This study addresses this gap by investigating (a) the key motivations for pursuing postgraduate studies, (b) the challenges encountered in balancing teaching responsibilities with academic pursuits, (c) the coping mechanisms employed to manage stress, and (d) evidence-based recommendations for supporting science teachers in advanced studies. Conducted at Central Mindanao University (CMU) in the Philippines, this qualitative phenomenological study involved six purposively selected science teachers enrolled in postgraduate programs. Data were collected via structured, validated interviews, and analyzed using Colaizzi’s seven-step method to extract themes reflecting the lived experiences of participants. Findings reveal a dual motivation for postgraduate studies—professional growth and personal development—yet significant hurdles such as time management difficulties, fatigue, and inadequate institutional support impede progress. Coping mechanisms included disciplined time management, social support, and self-care. The study underscores the importance of flexible postgraduate programs, comprehensive support systems, and financial aid to enhance teachers’ capacity to thrive academically and professionally. Recommendations aim to inform institutional policies that create sustainable academic environments, ultimately improving science education quality and educator well-being.