Authors : Marilyn Dumapias-Zaspa

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/4x9t35rt

DOI : https://doi.org/10.38124/ijisrt/25may1676

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study was conducted to device into the plight of English teachers who are also mothers in nurturing the academic development of their children. To find answers to the deliberated aims of the study, the researcher employed the qualitative research design emphasizing phenomenology. Using the three qualitative methods highlighting observation and in-depth interviews, the researcher conducted an interview to the identified teacher-mothers. In this study, all data collected were examined and analyzed carefully and thoughtfully. The researcher described the personal experiences of the identified teacher-mothers and created a list of significant statements repetitive and had equal strength with that of others. After this, the researcher determined the meaning units or themes exemplified in the study. By this, thematic content analysis, document analysis, and triangulation of data were determined. The findings of the study implied that time is a commodity in radiating the venue of nurturing the academic development of the teacher-mothers’ children. Also, balancing work and life is a crucial aspect that is essentially being tapped by expectations. Along with these, teacher-mothers sought as coping mechanisms the venues of separating roles of being a teacher and a mother, creating a supportive home environment, and developing open communication. Here, revisiting the venue of providing capacity-building endeavors, self-enhancement, and mental health can be significant and essential to help English teachers who are also mothers in their plight.

Keywords : Mother’s Pruning, Teacher Mother’s Roles, Academic Development.

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