Balancing the Dual Roles of Teaching and Learning: A Phenomenological Study of Graduate School Students' Learning Practices at Northeastern College, Santiago City, Philippines

Abstract

Graduate education provides professionals with opportunities to deepen their disciplinary knowledge, enhance pedagogical competence, and advance their careers. For teachers pursuing graduate studies, however, balancing the dual roles of educator and learner presents unique challenges that require effective learning practices, self-regulation, and reflective engagement. This qualitative study explored the lived experiences of graduate school students in balancing their responsibilities as classroom teachers while simultaneously fulfilling the academic demands of graduate education at Northeastern College, Santiago City, Philippines. Specifically, it examined the learning practices they employ, the challenges they encounter, the strategies they utilize to sustain academic engagement, and the ways these experiences influence their professional growth. Guided by Knowles' Andragogy Theory, Zimmerman's Self-Regulated Learning Theory, and Schön's Reflective Practice Theory, the study adopted a phenomenological research design. Twelve graduate school students who were actively teaching in basic or higher education institutions were purposively selected to participate in semi-structured interviews. The collected data were analyzed using Braun and Clarke's six-phase thematic analysis. Four major themes emerged: embracing self-directed learning and reflective practice, integrating teaching experiences into graduate learning, navigating competing professional and academic responsibilities through adaptive strategies, and fostering continuous professional and personal growth through lifelong learning. Participants emphasized that their teaching experiences enriched classroom discussions, while graduate education enhanced their instructional practices, critical thinking, research competence, and leadership capabilities. Despite challenges associated with time constraints, workload, and role conflict, participants demonstrated resilience by employing effective learning strategies, collaboration, and self-regulation. The findings underscore the importance of flexible graduate education programs, supportive learning environments, and reflective pedagogical practices in promoting the academic success and professional development of teacher-learners.