A MULTIPLE-CASE Exploration of Financial Resilience among Davao HEI Teachers in Pursuing Graduate STUDIES

Abstract

This qualitative study used a multiple-case design to explore the lived experiences of Davao Higher Education Institution (HEI) teachers in the Philippines who demonstrated financial resilience while pursuing graduate studies. The research examined how these educators managed financial challenges and sustained academic progress. Three purposefully selected cases were featured: a single mother who completed her Ph.D. through family and institutional support, a teacher who sustained doctoral studies through side hustles, and a master’s student continuing education with minimal financial assistance. Data were gathered via in-depth interviews and analyzed thematically. Emerging themes included income insufficiency, persistent debt, emotional stress, and adaptive coping strategies such as budgeting, secondary income sources, and reliance on both social and institutional support systems. The findings emphasize the necessity of systemic interventions, including financial literacy programs, salary restructuring, and expanded institutional assistance. These insights are relevant for education policymakers, school administrators, and future researchers aiming to enhance teacher welfare and promote equitable access to advanced education.