JUGGLING CHALK AND CHILD CARE: A PHENOMENOLOGICAL INQUIRY ON THE WORK-LIFE BALANCE OF SINGLE MOTHERS

Abstract

This qualitative phenomenological study explored the lived experiences of single mother teachers in managing work–life balance within public schools. Guided by phenomenological inquiry, the study aimed to understand how single mother educators navigated the dual demands of teaching and child care, how they perceived and made meaning of their challenges and coping strategies, and what insights their experiences offered for education and family life. Purposive sampling was used to select single mother teachers from selected public schools, and data were gathered through in-depth interviews and focus group discussions. Thematic analysis following Colaizzi’s method was employed to analyze participants’ narratives. Findings revealed that single mother teachers experienced persistent role overload, emotional and physical exhaustion, and limited social engagement as they balanced professional and caregiving responsibilities. Despite these challenges, participants reframed their struggles as meaningful trials rooted in love, responsibility, and commitment to their children. Coping strategies such as time management, seeking support, and self-care were perceived not as optional practices but as essential acts of care and survival. The experiences of single mothers also contributed to resilient identity construction, strengthened family relationships, and deeper parent–child bonds. Moreover, the study highlighted the importance of empathetic institutions, responsive school leadership, and inclusive, family-sensitive policies in supporting teacher well-being and sustaining educational effectiveness. The study concluded that work–life balance among single mother teachers was a systemic issue that required institutional, leadership, and policy-level interventions. The findings contributed to the discourse on teacher well-being, gender-responsive education, and family resilience, and offered evidence-based insights for improving support mechanisms in public schools.