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Abstract
This research investigated how university teacher-mothers with young children balance their professional and maternal roles. Using narrative analysis and thematic inquiry, the research investigated the challenge, coping mechanisms, and institutional support mechanisms required by five purposively chosen teacher-mothers from various campuses of a state university. Findings indicated that teacher-mothers experience perpetual challenges, including pressure from regular teaching, administrative tasks, research tasks, and extension and production activities. Balancing these roles with motherhood was complicated and draining, often resulting in work and family life conflicts. Coping mechanisms involved preparing lessons in advance, prioritizing childcare over work when needed, seeking assistance from family and community members, and strictly following official working hours to maintain clear boundaries. Participants emphasized the imperative need for institutional support, including an on-campus childcare facility and clear-cut policies for flexible working hours. These mechanisms would make it easy to find reliable childcare and offer much-needed flexibility to adjust to the unpredictable demands of caring for young children. This research surmises the need to develop family-friendly policies in academic institutions to develop a more inclusive and supportive environment for female faculty members. By recognizing their dual roles as educators and mothers, universities can achieve work-life balance and improve faculty well-being and productivity.
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References
- Ahmad, A., Kazmi, F., & Malik, I. A. (2024). Role of perceived social support in facilitating work-life balance among female professionals. The Critical Review of Social Sciences Studies, 2(2), 566–579.
- Aquino, J. M., Culajara, C. J., & Culajara, J. P. M. (2023). Examining the work-life balance of teacher-parents in one secondary school in the Philippines: A phenomenological study. e-Jurnal Penyelidikan dan Inovasi, 10(2), 158–175.
- Basak, S., & Akter, K. (2022). Work-life balance of female university teachers during COVID-19 pandemic in Bangladesh. Work, 14(4), 68–79.
- Boakye, A. O., Dei Mensah, R., Bartrop-Sackey, M., & Muah, P. (2021). Juggling between work, studies and motherhood: The role of social support systems for the attainment of work–life balance. SA Journal of Human Resource Management, 19, 10.
- Castro, A. J., Jabbar, H., & Miranda, S. N. (2022). School choice, teachers’ work, and professional identity. Education Policy Analysis Archives, 30(1–2).
- Chauhan, P. (2021). Gendering COVID-19: Impact of the pandemic on women's burden of unpaid work in India. Gender Issues, 38(4), 395–419. https://doi.org/10.1007/s12147-020-09269-w
- Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298.
- Creswell, J. W., & Creswell, J. D. (2018). Research design (5th ed.). SAGE Publications.
- Cunningham, S. R. (2024). Motherhood, parenting, and academia: Changing the cultural landscape of higher education. In Creating supportive spaces for pregnant and parenting college students (pp. 17–41). Routledge.
- Dhia, M. R. (2024). The effect of flexible working arrangement, work-life balance, and work environment on job satisfaction startup employee in Tangerang. Jurnal Ekonomi Manajemen Bisnis dan Akuntansi, 1(1), 47–53.
- Febrianto, P. T., Mas’udah, S., & Megasari, L. A. (2022). Female teachers’ double burden during the pandemic: Overcoming challenges and dilemma between career and family. Sociologia, Problemas e Práticas. http://journals.openedition.org/spp/11418
- Hillier, K. M. (2023). Academia and motherhood: A narrative inquiry of Ontario academic mothers’ experiences in university graduate programs. Journal of Family Issues, 44(6), 1597–1621. https://doi.org/10.1177/0192513X211064864
- Kotini-Shah, P., Man, B., Pobee, R., Hirshfield, L. E., Risman, B. J., Buhimschi, I. A., & Weinreich, H. M. (2022). Work–life balance and productivity among academic faculty during the COVID-19 pandemic: A latent class analysis. Journal of Women's Health, 31(3), 321–330.
- Milkie, M. A., Chung, H., & Jaga, A. (2023). Work-family justice–meanings and possibilities: Introduction to the Work and Family Researchers Network special issue. Community, Work & Family, 26(5), 525–542.
- Serra-Labrador, M. A. A. (2022). Ma’am mom: An autoethnography of being a teacher and a mother during the COVID–19 pandemic. Philippine Social Science Journal, 5(3), 33–45. https://doi.org/10.52006/main.v5i3.555
- Tabassum, N., & Nayak, B. S. (2021). Gender stereotypes and their impact on women’s career progressions from a managerial perspective. IIM Kozhikode Society & Management Review, 10(2), 192–208. https://doi.org/10.1177/2277975220975513
References
Ahmad, A., Kazmi, F., & Malik, I. A. (2024). Role of perceived social support in facilitating work-life balance among female professionals. The Critical Review of Social Sciences Studies, 2(2), 566–579.
Aquino, J. M., Culajara, C. J., & Culajara, J. P. M. (2023). Examining the work-life balance of teacher-parents in one secondary school in the Philippines: A phenomenological study. e-Jurnal Penyelidikan dan Inovasi, 10(2), 158–175.
Basak, S., & Akter, K. (2022). Work-life balance of female university teachers during COVID-19 pandemic in Bangladesh. Work, 14(4), 68–79.
Boakye, A. O., Dei Mensah, R., Bartrop-Sackey, M., & Muah, P. (2021). Juggling between work, studies and motherhood: The role of social support systems for the attainment of work–life balance. SA Journal of Human Resource Management, 19, 10.
Castro, A. J., Jabbar, H., & Miranda, S. N. (2022). School choice, teachers’ work, and professional identity. Education Policy Analysis Archives, 30(1–2).
Chauhan, P. (2021). Gendering COVID-19: Impact of the pandemic on women's burden of unpaid work in India. Gender Issues, 38(4), 395–419. https://doi.org/10.1007/s12147-020-09269-w
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298.
Creswell, J. W., & Creswell, J. D. (2018). Research design (5th ed.). SAGE Publications.
Cunningham, S. R. (2024). Motherhood, parenting, and academia: Changing the cultural landscape of higher education. In Creating supportive spaces for pregnant and parenting college students (pp. 17–41). Routledge.
Dhia, M. R. (2024). The effect of flexible working arrangement, work-life balance, and work environment on job satisfaction startup employee in Tangerang. Jurnal Ekonomi Manajemen Bisnis dan Akuntansi, 1(1), 47–53.
Febrianto, P. T., Mas’udah, S., & Megasari, L. A. (2022). Female teachers’ double burden during the pandemic: Overcoming challenges and dilemma between career and family. Sociologia, Problemas e Práticas. http://journals.openedition.org/spp/11418
Hillier, K. M. (2023). Academia and motherhood: A narrative inquiry of Ontario academic mothers’ experiences in university graduate programs. Journal of Family Issues, 44(6), 1597–1621. https://doi.org/10.1177/0192513X211064864
Kotini-Shah, P., Man, B., Pobee, R., Hirshfield, L. E., Risman, B. J., Buhimschi, I. A., & Weinreich, H. M. (2022). Work–life balance and productivity among academic faculty during the COVID-19 pandemic: A latent class analysis. Journal of Women's Health, 31(3), 321–330.
Milkie, M. A., Chung, H., & Jaga, A. (2023). Work-family justice–meanings and possibilities: Introduction to the Work and Family Researchers Network special issue. Community, Work & Family, 26(5), 525–542.
Serra-Labrador, M. A. A. (2022). Ma’am mom: An autoethnography of being a teacher and a mother during the COVID–19 pandemic. Philippine Social Science Journal, 5(3), 33–45. https://doi.org/10.52006/main.v5i3.555
Tabassum, N., & Nayak, B. S. (2021). Gender stereotypes and their impact on women’s career progressions from a managerial perspective. IIM Kozhikode Society & Management Review, 10(2), 192–208. https://doi.org/10.1177/2277975220975513