Understanding the Work-Life Balance of Filipino Online ESL Teachers in Their Dual Roles as Educators and Parents of Young Children
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Abstract
Background and Aim: Balancing professional and parental responsibilities is a growing concern for many online educators, especially those raising young children. While remote teaching offers flexibility, Filipino online ESL teachers continue to face unique challenges in managing their dual roles, an area that remains underexplored. The study aimed to examine the work-life balance of ESL teacher-parents by exploring their parenting and teaching roles, challenges, coping strategies, and sources of motivation across Luzon, Visayas, and Mindanao.
Materials and Methods: This qualitative multiple case study involved 10 female ESL teacher-parents. Guided by Merriam’s (1998) model, data were collected through online interviews and analyzed using coding, category development, and interpretation.
Results: Findings revealed that teacher-parents performed their professional duties by showing dedication, managing student behavior, and fostering student engagement. As parents, they maximized time with their children, shared responsibilities, and adopted parenting styles. To navigate roles, they maintained consistent teaching schedules, utilized flexible work hours, and set boundaries. Challenges included child-related interruptions, emotional strain, financial stress, sleep deprivation, and limited personal time. They addressed these through time planning, emotional support, backup plans, budgeting, and self-care. They were motivated by family, earnings, flexibility, and fulfillment.
Conclusion: It was concluded that they use a variety of strategies, shared or personal, to manage their roles despite challenges, emphasizing the need for support and flexibility.
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