PUPIL: International Journal of Teaching, Education and Learning

ISSN 2457-0648

Teodora Mabulay Salubayba, 2022

Volume 5 Issue 3, pp. 238- 253
Received: 13th September, 2021
Revised: 11th December, 2021; 24h January, 2022; 7th February, 2022
Accepted: 9th February, 2022
Date of Publication: 22nd February, 2022
DOI-https://doi.org/10.20319/pijtel.2022.53.238253
This paper can be cited as: Salubayba, T. M. (2022). Lived Experience of Full-Time Teachers’ Graduate
Schooling During A Pandemic. PUPIL: International Journal of Teaching, Education and Learning,
5(3), 238-253.
This work is licensed under the Creative Commons Attribution NonCommercial 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a
letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

LIVED EXPERIENCE OF FULL-TIME TEACHERS’

GRADUATE SCHOOLING DURING A PANDEMIC

Teodora Mabulay Salubayba,

PhD, Assistant Professor, Educational Research and Evaluation, College of Education,
University of the Philippines Diliman, Quezon City, Philippines
[email protected]
[email protected]
Abstract
This study portrays the unique experiences of graduate students in education during the
pandemic and the commonalities of the interpretations and essences of those lived experiences.
In the Philippines, some graduate students managed to survive in their full-time teaching and
graduate education that was entirely remote online classes, where everything was home-based
during the pandemic. Sixty-eight full-time teachers enrolled in the different graduate degree
programs in education in one of the prestigious universities in the Philippines volunteered to
share their stories via emails and informal audio-video chat. Commonalities among the unique
and multiple realities of the experiences portray the essence of pandemic phenomenon like
balance and equanimity for survival when everything was home-based, the importance of
holding on to the lived values and personal traits as a stronghold, fortress, and strong weapon
during the crisis, and a clear focus on finishing a graduate degree amidst pressing duties and
responsibilities in full-time teaching, in the family, and graduate schooling. Findings suggest
further inquiry on the graduate students’ lived experiences during a pandemic across cultures

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in various colleges and universities to uphold full-time teaching and graduate schooling
toward efficient school leadership and governance during difficult times.
Keywords
Pandemic Phenomenon, Graduate Students, Full-Time Teaching, Lived Experience

1. Introduction
The COVID-19 global pandemic created a wide array of disturbing, painful, and
intricate experiences among people from different walks of life. The unique and multiple
experiences were felt as reports and empirical studies swarmed on the internet that revealed the
eagerness of people to share their views and beliefs regarding the pandemic. Short- and long-
term solutions were offered so as not to exacerbate its effects and impacts on physical health,
mental, and psychological. The education sector was one whose main concern was the
sustainability of quality education despite the looming negative impact on instruction, the basic
and higher education learners who may be not learning at all as expected. Graduate students
in education who were full-time teachers and attending graduate schools were in the best
capacity to portray the reality of teaching and learning during the pandemic. The actual
experiences of these teachers provided meaning on the struggles and survival when seemingly
nothing can be held on to but the strengths and values acquired and lived through, yet not
brought into consciousness before the pandemic. Challenges like the pressing family concerns
and responsibilities, financial constraints, and work-related concerns were some of the
challenges the graduate students had experienced even before but were more intense during a
pandemic. Setting priorities judiciously was reinforced as the demanding and conflicting tasks
and responsibilities piled up. Dropping from the graduate program or delaying graduation were
among the coping strategies considered. The gravity of struggles was more pronounced during
the pandemic despite the various forms of university’s financial assistance, adjusting course
works, and redesigning programs to cater to the needs of both the students and the professors.
University personnel and faculty members’ initiatives, students-led consultation alleviated if
not addressed the nagging concerns, problems, and issues of graduate schooling as the
pandemic jeopardized formal schooling for almost two academic years.

2. Literature Review
Educational researches are shared and published worldwide at the time of the pandemic.
Educational crises worldwide affect a large percentage of learners during the pandemic (Covid-
19 and Education, 2020; United Nations, 2020a). The impact is felt on teaching, learning, on

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students’ emotional and psychological experiences including higher education (Schleicher,

2020; Pokhrell & Chhetri, 2021; UNESCO IESALC, 2020, Kee, 2021, Simbulan, 2020). Some
issues matter among students and teachers such as the importance of instructional technology
on pedagogy and educational activities and e-learning, online learning in a time of the COVID-
19 pandemic (Tria, 2020; Adedoyin & Soykan, 2020; Marqueza et al., 2020; Beane, 2020;
Gantner & Campbell, 2020; Dhawan, 2020; Mulyani et al., 2021).
A few studies looked into the experiences of graduate students in education who are
full-time remote online teachers. Graduate students being both students and instructors
experience disappointments, anxiety, fear, falling short of power and control, adopting virtual
instruction, the coping strategies and seeking relief (Kee, 2021), navigating a new educational
environment, and the struggles and experiences harming their mental health (Zahneis &
Williams, 2020).
Exploring the experiences of the graduate students through in-depth informal sharing
of stories would gain insights and a deeper understanding of the reality of teaching and learning
during the pandemic. The scenario could spur experts and specialists to revisit graduate
education curricular programs, particularly the assessment, evaluation process, and procedures.
The lived experiences of the graduate students are a timely topic for phenomenological inquiry
during the pandemic. Investigation regarding various reactions and perceptions to the
phenomenon as experienced and lived through is what the phenomenological study undertakes
(Fraenkel & Wallen, 2008). Reflectively attentive to how human beings lived through the
experiences in the immediate present recovered in the elusive past is a phenomenological
attitude (Patton, 2015). Patton further mentioned that the nature and intensity of the experience
like being struck by lingering discomfort somehow seen beyond words as one tries to
appropriate retrospectively the experience. Graduate students experienced difficulties and
limitations in graduate online learning because of pressing and conflicting tasks and
responsibilities in the family and full-time teaching, which made it even more difficult with
unstable internet connections which the whole household depended on to survive online
learning (Salubayba, 2021). Salubayba further reported that the students were able to cope with
the travails the pandemic brought because of the support and assistance of the course professor,
immediate relatives, and friends. Coping strategies included making choices, managing daily
activities, and self-determination to earn a graduate degree. Self-determination theory claimed
that managing one own’s life is important to psychological health (Cherry, 2021). The strong
desire to gain fulfillment and grow in the situation is a usual driving force among people (Ryan
& Deci, 2020). The limitations, struggles, coping and survival embedded in the experiences
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led the graduate students to the awareness of how they shifted and adjusted their paradigms
that shaped the reality and formed deeper meaning on the lived experiences.

3. Methods and Procedures

This qualitative study used phenomenological inquiry that focused on the lived
experiences of graduate students in education. Questions like “How are you doing since the
onset of the pandemic? What it is like to do full-time teaching at home during a pandemic?
What it is like attending graduate schooling during a pandemic? How would you describe the
reality of this pandemic experience?” guided the online informal and in-depth interview and
sharing of journals online. The study made use of qualitative in-depth online interviews sharing
of personal journals, and qualitative analysis of the data collected in a natural setting. The
qualitative interview in contrast to the use of standardized and structured questions is based on
the topics to be discussed (Babbie, 2001); in this study the pandemic phenomenon experience.
Babbie stated also that qualitative data analysis aims to discover underlying meanings and
patterns of relationship; in this study the commonalities of the descriptions, perceptions, and
interpretations of the phenomenon. Sixty-eight full-time teachers pursuing a graduate degree
in education volunteered to share their lived experiences during the pandemic. Informal
individual interviews via messenger video and audio chat and zoom meetings illuminated
spoken and unspoken words, and the feelings they expressed that contributed to the deeper
understanding of the experiences. The participants consisted of 22 married, and 46 single or
unmarried. Out of the 46 unmarrieds were four sole breadwinners and providers of their
families. The composition of the participants was not used to compare responses and quotes
but provided contexts for meaningful interpretations of the lived experiences. Member-
checking clarified and validated with the participants the transcribed responses on the online
in-depth interviews and informal journals that were shared online. Ethical considerations were
strictly observed that included respect for the opinions and shared stories of the students,
concealed identities, anonymity, data privacy, and confidentiality. Theoretical sampling was
applied as more data collected further refined themes. (Corbin & Strauss, 2008; Birks & Mills,
2015; Denzin & Lincoln, 201). Phenomenology assumed the essence or essences present to
shared experiences (Patton, 2015). Commonalities discovered on the perceptions and reactions
to the lived experiences were identified. These were regarded as the essential characteristics of
the pandemic phenomenon as the graduate students have experienced. The data were discarded
once they were analyzed, and the essence of the phenomenon was already identified.

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4. Results and Findings

Graduate students’ lived experiences portrayed the phenomenon of full-time teaching
and graduate schooling during a pandemic. The students’ descriptions and perceptions of the
pandemic experience and the meanings they attached to the experiences helped to identify the
common and essential characteristics of the phenomenon. The intricate, overlapping, and at
times conflicting demands of the various tasks and responsibilities while confined at home
brought into consciousness the realities of the phenomenon that they considered extraordinary
ordeals that led them to readjust and shift their life's paradigm. Teaching and learning during a
pandemic besides entirely online were doubly stressful and the physical, mental, and
psychological fatigue were beyond measure as the students reflected on. Various organizations
that provided support and assistance for mental health during the pandemic were not enough
as the graduate students realized that reflecting on the experiences, they can draw strengths
from within, the lived personal traits and values they were not so fully aware of before.
Appreciative of their characteristics and strengths, they were able to manage and loosen the
knots of pressing and urgent tasks and responsibilities at home, in full-time teaching, and in
graduate schooling. They were able to conquer and embrace the realities that were considered
impossible because of the anxieties, uncertainties, and seemingly indefinite and infinite trials
and difficulties. Commonalities discovered and identified on the multiple realities of the
experiences consisted of the following: The pandemic phenomenon was the test for balance,
equanimity, and setting priorities judiciously amidst the hurdles and travails that pervaded the
lives of the people. It was a time for evaluating, readjusting, and shifting life’s paradigm while
maintaining a clear focus on the desired graduate degree. Last, the pandemic was the time to
hold on to the lived personal traits and values acquired across the years of teaching and
attending graduate school. The context of being married, as fathers and mothers tending to their
children while trying to uphold quality full-time works as teachers, as single or unmarried but
family breadwinners, provide a deeper understanding of the multiple realities of the
experiences. The world of the graduate students revolved around their family, full-time
teaching, and graduate schooling where the spectrum of expectations and demands on the
mounts and piles of various tasks and responsibilities were all contained at home. What they
considered an extraordinary and unusual world became so ordinary and usual as they learned
to trudge so naturally on the pandemic phenomenon.

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4.1. The Reality of Graduate Students’ Teaching, Learning and Preserving the Family
During A Pandemic
Multi-tasking became imperative during the pandemic. The participants described their
everyday living as tough and oftentimes exhausting. The need to stretch and flex the daily
schedules was evident. Time was considered so precious, as the wall clock was the centrepiece
of the house. Full-time teaching, graduate schooling, doing household chores, attending to
family members, doing errands for the family, were part of the daily routine. Parents were
monitoring and assisting their children’s online classes, doing all the household chores as hiring
household helpers was restricted during the COVID-19 pandemic. Being full-time teachers
and at the same time full-time parents attending to family concerns especially the online
schooling of children and doing graduate school requirements were considered a test of
flexibility, composure, and maintaining sanity when faced with compelling, conflicting, and
demanding tasks and responsibilities. The unmarried participants’ experiences were almost
similar, staying with the family, attending to household chores as well, assisting the siblings'
online learning, contributing to the family's financial needs, and running errands for the entire
family. Four out of the unmarried participants were breadwinners and sole providers, caring
and attending to younger siblings and their elderly senior citizen parents. Financial constraints
were evident during the pandemic as unemployment heightened but the participants were
grateful for the full-time teaching that made them survive and managed the family’s financial
needs. Graduate students struggled amidst compelling tasks and priorities in the family, work,
and graduate schooling. The realities of the pandemic experience were vivid as reflected in the
following sampled quotes from the informal online interview and personal journals shared
online.
Our brains are not wired for this kind of set-up, our bodies are not energized to do all
school tasks at home, the demands from teaching work strained my schedule, I always
look at my watch (Student JC).
There has been no clear delineation between day and night, weekdays from weekends,
holidays from workdays as everything done at home, preparing lessons, checking
students’ papers, checking on my children, preparing meals for the family, everybody
in the house so conscious of time (Student MTA).
One of the hardest semesters, not because of the subjects enrolled, but because of the
situation we have, the house was the only place where everything was done, everybody
moved around doing tasks, we all got stacked (Student NYAB).

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The pandemic has worsened my anxiety as a mother/homemaker and my teaching

profession, slowed down my progress in my professional development, concerns about
my family continually disturbed my focus on work, looking at my watch, how much time
left to accomplish everything at home (Student PJ).
We all struggle to survive the entirely online remote learning and working from home,
my children, my husband, sharing the internet connection at home, my children working
on the shared laptops and the available gadgets. (Student BM).
We are preoccupied navigating the new normal education, unfamiliar virtual
classroom, things are hassles, sometimes resulted to petty quarrels at home, the siblings
demanding for stable internet connection (Student AIES).
Since confined at home, I became close to the friends of my children as they
communicated online. I became familiar and at ease with our neighborhood through
limited interaction. There is a feeling of familiarity and belongingness where I live as
people with limited movement confined in one place, we all experience the difficulties
and limitations (Student JJ).
The descriptions of what the world was after more than a year of experiencing the
pandemic brought to light a clear picture of what had become the participants as full-time
teachers, graduate students, and keepers of the family. The way they considered themselves
active or even significant members of the family was interpreted as the family keepers, keeping
and preserving the family's sanity and psychological well-being in the best shape, besides
providing financial and material assistance. Commonalities were identified among the stories
of the participants that lend insights on the themes related to balancing priorities, adjusting
life's paradigm, and personal traits and values that brought into the consciousness, cherished
and lived through.
4.2. Test for Balance, Equanimity, and Setting Priorities Judiciously
The participants perceived the pandemic experience as weakening, and depleting
energies. However, as they described and found meaning in the experiences, one could say that
no matter how fazing and disheartening the experiences, there will always be a tinge and grain
of hope and light. The significant lessons life has to offer were found during the trying times.
The pandemic phenomenon has tested the participants’ capacity to balance and maintain
equanimity when all the tasks and responsibilities were urgent and compelling. Setting
priorities was a quandary when anything, every task, and responsibility appeared crucial and
critical. Reflective decisions helped to arrive at a compromise and eased the tensions and stress
of each day. This essential characteristic of the experience was revealed in the sampled quotes.
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Caught in a never-ending dilemma, but taking one day at a time, I remained calm and
relaxed, for everything can be done, just rank my priorities, what was urgent, what can
be set aside for a while, or sacrifice for a while (Student ROB).
I have to keep cool, else I will miss out on important things, I was so nervous and tense
the first months of the pandemic, so anxious to attend to all tasks, I learned the craft
then, cool else I will collapse (Student ASDN).
Being an online learner requires more time and discipline to compartmentalize my
many roles, just need to prioritize and accept my limited capacity (Student AD).
At the onset of online learning, I got mixed up where everything was accomplished and
done at home, my little son constantly wanted to play and talk to me, he was used to a
set-up that when I'm home, it is play and storytimes. I usually work when he was
already asleep. Now, it is different, I have to work while he is awake. I was able to
balance the usual home tasks and online teaching from home and graduate school
requirements lying on my desk (Student RBJ).
Online learning requires a designated space at home for uninterrupted communication
with my students as a teacher, and my teacher in the University as a student, where I
can accomplish the tasks and can say to myself, I was able to manage them (Student
NGRD).
Concerned about doing best both in teaching and graduate studies, attending religiously
to duties and responsibilities in the family was evident among the participants. The atmosphere
of equanimity in the house or the home had eased the difficulties and limitations during the
COVID-19 pandemic online teaching and learning and made possible the welfare of the entire
family. The family was the top priority of the participants, while full-time teaching work was
their utmost concern as a source of income for the family. Graduate schooling was sacrificed
as the last priority. However, the participants expressed that they will never abandon or give
up the desire and determination to earn a graduate degree. The line-up of conflicting priorities
led to the judicious decision of family first and work on a parallel frame. Highlighting the
essentials during the pandemic and setting aside other priorities was the consequence of the
reflective evaluation of one's paradigm in life. While aiming for the graduate degree was put
aside, it was still considered part of family welfare not just for personal gain. Everything was
for family, the work, the achievements, the shifting and readjusting priorities.

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4.3. Evaluating, Readjusting, and Shifting Life’s Paradigm While Maintaining a Clear
Focus on the Graduate Degree
The pandemic experience lent insights on what to focus on, what to adjust, and how to
organize and deal systematically with some unexpected events and occurrences besides the
daily routine. It was considered the best time for evaluating, adjusting readjusting, and shifting
life’s paradigm while maintaining a clear focus on the desired graduate degree. In the earlier
survey conducted during the first semester of the graduate schooling, reports revealed the
advantages and disadvantages, benefits and setbacks of attending synchronous and
asynchronous online classes, doing the course requirements, and meeting deadlines
(Salubayba, 2021). More than a year of struggles and survival, coping with the difficulties and
limitations, reflecting on the experiences, the intensity of discomfort was felt in words and
beyond spoken words. The weight of the tasks and responsibilities, the home-based full-time
teaching and schooling, and the house that turned into both school and office where all the
members of the family interact was an accepted reality, a natural and normal setting.
Adjustment and readjustment were no longer a struggle but a spontaneous coping mechanism.
This influenced how the graduate students shifted the paradigm, that life is a continuous process
of evaluation, assessment, and adjustment. The focus remained but adjusted and readjusted to
cater to the needs of the whole family. Whatever the accomplishments whether on work or
schooling, were all for the family. The participants expressed that everybody in their family
learned to adjust and adapt to the new setup. The inevitable changes and adjustments influenced
their outlook, beliefs, and views regarding teaching, learning, and the family. These
descriptions and insights were reflected in the sampled quotes.
My tendency to do the best in everything and for everyone in my life needs to be
downplayed. I realized I cannot do everything like I used to, what is important, I focus
on the needs and concerns of the family (Student JAP).
Becoming a successful professional in a prestigious university was very important to
me. I stick to my goal to finish the degree, no matter what road I must take, I just have
to attend to pressing duties at home and in teaching (Student MAD).
My perseverance and endurance were tested, I learned to accept the realities of life and
move forward. I adjusted my goals and aspirations for my study. I am forced to adjust
to the new situation (Student JBTS).
With a clear goal in mind, to achieve the learning goals, I embraced the technical side
of conducting online classes, attending online classes, presenting myself virtually,
entirely shifting to online mode became spontaneous (Student LP).
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If I going to draw the picture of my life, family first, teaching next, last graduate
schooling, I adjusted to parallel positioning to check and counter-check at least
accomplishing a little not zero (Student CC)
As a teacher, I should be ready to learn, unlearn, and relearn, to upgrade ourselves to
meet the needs of our learners (Student FRD).
The pandemic strengthened my resolve to finish my doctorate, I learned to adjust
to this setup in the family, the reality we all need to accept, these how things are
(Student LS).
Looking at the shared reality of the pandemic experience, home-based teaching and
learning were considered the responsibility of the whole family. Becoming effective teachers
and learners in whatever subjects and courses, the shared responsibility and accomplishments
whether great or small were considered occasions to celebrate and reflect upon. The
participants mentioned that nothing is so impossible when strongly resolved. Determination to
pursue and earn a graduate degree be it masters or doctoral redound to career advancement and
professional growth not only for personal gain but for the welfare of the family. With strong
self-determination to succeed in whatever endeavor, a person can manage one own’s life which
is very important to psychological health (Cherry, 2021). Ryan and Deci (2020) assumed that
people are usually driven by a need to improve and grow in whatever situation they are in. The
graduate students expressed that their focus on learning influenced their children and siblings
as well, thus determination for self-directed learning pervaded the family atmosphere during
the pandemic. The family members became conscious and aware of the preoccupations of each
one. The family cohesiveness was nurtured and encouraged a positive outlook despite the
difficulties and trying experiences.
4.4. Holding on to Lived Personal Traits and Values
The pandemic was not entirely different from other phenomena that brought pain and
desolation. The manner the graduate students described, handled, and interpreted the unique
and multiple experiences lent insights to the common and essential characteristics of the
pandemic like the traits and values that made all things possible as they experienced and lived
through it. The difficulties encountered were turned into positive realizations, discovering
personal traits and values acquired across the years of teaching and learning. Reflecting on the
experiences was considered crucial for reckoning, the time to figure out what was urgent and
essential. The pandemic encouraged retrospection on what they went through, who they are as
a person, their strengths, traits, and values that became their stronghold and fortress to embrace
and conquer the situations. The lived personal traits included being devoted and loyal to family
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and full-time teaching, honest and sincere in dealing with relatives, colleagues, and friends,
being religious and spiritual, faithful to prayer life and daily reflections. Their values consisted
of empathy, understanding, honesty, courage, achievement, and success. The participants
overcame the hurdles of the pandemic and were appreciative of the little accomplishments and
building a closer relationship with the entire family. These were not given much attention
before the pandemic as their preoccupations before were material provision for the family and
self-gratification. The following were samples of direct quotes that supported the essential
characteristic of the pandemic related to discovering personal traits and values
Amid challenging situations, it is important to set aside time to reflect and a few
moments for prayer, inviting the family, my husband, and children to join me, I
have been a religious person, and being one made me hang on (Student RRM).
Online learning challenged my ability to stay on and to concentrate, and strong
spiritual connection to thrive in this situation (Student LC).
I realized I have been so devoted to my family, my top priority. But I worry so much
about my teaching as well, my students … my loyalty to my family and work across
my years of being a teacher had grown stronger (Student IET).
I appreciated my capacity and strength to surpass the situation. It was impossible
at first, but thinking of the family, there is that strong desire in me to transcend,
thinking that everybody is in this situation. I cannot help but think of other people
as well, not only my family (KCP).
I value quality time for my children, to help them achieve success in their studies,
as I tried to gain achievement and success for my graduate studies as well (Student
JAG).
I have been doing well enough, coping in this COVID-19 pandemic, so appreciative
even in my small accomplishments, appreciative of my family, my children, the
people who were kind enough to help (Student SMC).
I have all this understanding and patience, I am observant of the people around
me, I became conscious of how others feel about this situation, I am living in the
present moment most of the time, feeling, sensing, reflecting, on this pandemic in
the long run helped although painful (Student DN).
It was evident among the participants the loyalty and determination to sustain quality
full-time teaching and a strong focus in graduate schooling for the welfare of the family despite
the looming uncertainties as to when the pandemic would end. It was an accepted reality that
the pandemic phenomenon brought qualms, trepidations, and anxieties, no matter what and
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where people are. The personal traits and values remained the source of strengths and energy
for survival and keeping the family intact. The pandemic made them think of how strong their
traits and values were and discovered that there were more positives than negatives after all.
Things were not easy, but the participants value time to think, reflect, decide, and act right.

5. Conclusion and Discussion

The graduate students’ unique experiences of the COVID-19 pandemic phenomenon
depicted the reality of online teaching and learning that were all confined at home. This resulted
in confused delineation between tasks in the house and those work- and school-related. The
unique and multiple experiences lent insights to the essential characteristics and structure of
the phenomenon that included the test for balance, equanimity, and setting priorities judiciously
amidst the hurdles and travails the pandemic brought to the life of the people. Further, there
was the essence of evaluating, adjusting, and readjusting life’s paradigm, and shifting focus on
the necessities and most urgent to cope with the trying situation, while maintaining a strong
desire to earn a graduate degree. Holding on to the lived personal traits and values acquired
across the years of teaching and attending graduate school were realized as the stronghold and
fortress; the priceless treasure gained across the years of teaching and learning. The contexts
of being parents attending to their children’s concerns, trying to sustain quality full-time works
as teachers, as single or unmarried but family breadwinners, and attending to both teaching and
graduate schooling, resulted in a deeper understanding of the pandemic multiple realities.
Delving and reflecting on the shared experiences was the discovery of the apparent
commonalities concerning perceptions and interpretations of the pandemic phenomenon.
The lived experiences of the graduate students mirror a real and clear picture of
struggles and survival in full-time teaching and learning during the pandemic. They gained a
deeper understanding of their daily experiences that resulted in the acceptance of reality. The
bulk and sometimes burden of responsibilities were brought into consciousness, but the traits
and values were the sources of strength to carry on. The weight of the pandemic was felt deeply
on full-time teaching, online learning, and household chores that were confined in the house
where all the family members relate and interact every day. Hampered with the pressing work
and studies, the various concerns and responsibilities, and threats to personal and family health
across months during the pandemic were part and parcel of the struggles. The graduate students
learned that adjustment and readjustment on schedules and priorities were just part of daily
survival. They considered the pandemic phenomenon as an unusual and distinct family

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experience when teaching and learning were all home-based. Overlapping, compelling, and
oftentimes conflicting daily tasks became more intricate with their children and other family
members demanding attention, assistance, and time, while full-time online teaching requires
more technical and computer skills. The goal to pursue and earn a graduate degree was
considered the secondary priority, while the family and work were the primary concern.
Graduate students’ roles and range of responsibilities grew and felt deeply in the ordeals
during a pandemic like teaching and attending to the needs of the undergraduates, working on
collaborative and individual faculty research, and dealing with their own families’ concerns
and needs (Smith & Ogilvie, as mentioned in Zahneis & Williams, 2020). The challenging
experiences of teachers and students, and the entire education sector as they transition to
entirely remote learning during the pandemic produced a wide spectrum of concerns and
realizations such as the alternative but effective learning pathways to guarantee access to
quality education, (Kee, 2021; Marqueza et al, 2020; Pokhrell & Chhetri, 2021; Schleicher,
2020; Tria, 2020; Covid-19 and Education, 2020), the importance of instructor personality, and
student-focused instruction (Waldeck et al, 2020; Norell, 2020).
The participants became reflectively attentive to the various forms of difficulties and
limitations they went through that were felt beyond spoken words. The feeling of discomfort,
pain, and distress had changed into opportunities for self-reflection. The fruit of which includes
the strong determination to earn a graduate degree, become effective and dynamic teachers, to
accomplish something good for the entire family. Every accomplishment whether small or
great was considered for a family affair not just for personal gain. In retrospect, the pandemic
experiences in more than a year of confinement at home, made them grow not only in age but
psychologically and spiritually. These captured the reality of shifting paradigms that help
bridge any gap in online teaching and learning. These were expressed as a strong commitment
to the teaching profession and lifelong learning, setting priorities, and balancing to achieve the
best for the family, work, and graduate studies. Multi-tasking, ingenuity, and foresight alleviate
the weight of trepidations and difficulties.
Future research might address the limitations of this study by considering the
experiences of graduate schooling in other disciplines not only in the field of education. Cross-
case and multiple-case analysis of the graduate schooling experiences during health-related
crises in different colleges and universities would add to the existing pool of useful information
for graduate program evaluation and assessments, curricular planning, and policy-making.
Factors like socioeconomic, school culture and environment, the national and immediate

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community support, might create a different or similar picture of the lived experiences of the
graduate students during the pandemic.

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