Resilience and Growth: A Qualitative Inquiry into Teachers' Challenges in Taking Graduate Education

This study aimed to explore the resilience and growth of teachers' challenges in taking graduate education using a phenomenological qualitative approach research design, and considering the ten (10) teachers in Laak, Davao de Oro, involved in the study. The study revealed the teachers' experiences in pursuing higher education, focusing on task prioritization, skill enhancement, resilience-building, and financial challenges. Teachers develop resilience through peer support and self-care strategies despite the overwhelming demands placed on them. Financially, many struggle with tuition and related costs, often seeking scholarships, side jobs, or institutional assistance to continue their studies. On the other hand, the key coping strategies for higher-education students are managing living expenses, setting realistic goals, and recognizing accomplishments. These approaches help reduce stress, boost motivation, and enhance perseverance. Providing students with financial advice, goal-setting guidance, and encouragement can enhance their success and overall well-being in higher education. Furthermore, the study revealed that teachers pursuing higher education degrees gain valuable insights that contribute to their resilience and growth. Pursuing higher education fosters professional growth, contributing to overall development, a broadened knowledge base, and enhanced potential for advancement in the field. These perceived benefits underscore the transformative impact of graduate education on teachers' professional lives. Future researchers may conduct the study in various contexts, examining the resilience and growth of teachers’ challenges in graduate education.