Learning Beyond Working Hours: Exploring Time Management, Work–Study Balance, and Pedagogical Experiences Among MAED Graduate Students

Authors

  • Dr. Lupo M. Lacambra Author

DOI:

https://doi.org/10.64358/sih.v2i3.22

Keywords:

MAED students; graduate education; time management; work–study balance; adult learning; graduate pedagogy; working students; phenomenology

Abstract

Graduate education provides educators and other professionals with opportunities for advanced knowledge, career development, professional advancement, and improved educational practice. However, many Master of Arts in Education (MAED) students pursue graduate degrees while simultaneously maintaining full-time employment and fulfilling family and personal responsibilities. This qualitative phenomenological study explores the lived experiences of working MAED graduate students at Isabela Colleges, Incorporated, with particular attention to time management, work–study balance, and graduate pedagogical experiences. The study seeks to understand how participants negotiate competing professional and academic demands, manage limited time, experience teaching and learning practices in graduate education, and draw upon personal, social, and institutional resources to sustain their studies. Participants are selected through purposive criterion sampling, while data are generated through semi-structured, in-depth interviews and analyzed using reflexive thematic analysis. The study is theoretically anchored in Boundary Theory and Adult Learning Theory (Andragogy). The proposed analytical framework encompasses five interconnected themes: Living on Borrowed Time; When Work and Graduate School Collide; Learning After the Workday; From Graduate Classroom to Professional Practice; and Staying the Course Through Shared Support. The study argues that successful graduate education for working MAED learners depends not solely on individual time-management ability but also on responsive pedagogy, meaningful professional application, supportive relationships, and institutional conditions that recognize the realities of adult professional learners. Findings may provide a basis for strengthening graduate-school policies, pedagogical practices, scheduling systems, academic advising, and learner-support mechanisms at Isabela Colleges, Incorporated.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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