Why do civil servant students experience work–study conflicts?

Since the enactment of the Indonesian Minister of Education Regulation No. 48/2009 on Part-Time Study Permits for Civil Servants, many teachers have pursued graduate studies to enhance their qualifications and advance their careers. However, this decision often creates work–study conflicts. This study investigates: (1) the challenges faced by civil servant teachers in balancing work and study, (2) their motivations for enrolling in graduate programs, and (3) the broader implications of these conflicts for both teachers and their educational institutions. Using a qualitative case study approach, data were collected through in-depth interviews and focus group discussions with sixteen alumni between July and October 2023. The data were analyzed using reduction, verification, and descriptive techniques. The findings reveal that teachers frequently prioritize work obligations over academic responsibilities, leading to difficulty managing both roles effectively. Career advancement is identified as the primary motivation for pursuing further study. In several cases, unresolved conflicts resulted in teachers withdrawing from their programs. At the institutional level, study leaves and absenteeism disrupted school performance, affected student outcomes, and created challenges in maintaining class schedules and program continuity. Nonetheless, if properly managed, teachers’ higher education experiences can positively contribute to schools through enhanced pedagogical practices, updated knowledge, and expanded professional networks. The study recommends a comprehensive review of the part-time study permit policy to provide greater flexibility and institutional support, ensuring a balance between teachers’ professional duties and academic pursuits.