Torn Between Two Lovers: Master First or Mister?

Abstract

Balancing rigorous master's programs with committed romantic relationships poses profound tensions for many graduate students, yet supportive partnerships can transform challenges into strengths. This qualitative phenomenological study delved into the lived experiences of Filipino public school teachers pursuing master's degrees amid such relationships, illuminating motivations, hurdles, coping mechanisms, and guidance. Through asynchronous written interviews via Google Forms and Messenger with 17 purposively selected respondents from Philippine institutions (primarily Northern Mindanao), data underwent reflexive thematic analysis to unearth patterns. Four pivotal themes surfaced: career advancement intertwined with personal growth, fueled by relational security; time-emotional strains like guilt and exhaustion spilling into partnerships; coping via open communication, intentional scheduling, and mutual aid; and partner support as a cornerstone enabler of persistence. These insights advocate for institutions to offer tailored wellness initiatives, while students harness transparent dialogues and shared visions—offering a blueprint for harmonious academic-romantic integration in resource-constrained contexts like DepEd.