Between Work and Study: A Phenomenological Study on the Lived Experiences of Working Students

This study explored the lived experiences of working students enrolled in the College of Teacher Education at Negros Oriental State University. It aimed to understand how students manage the demands of balancing academic responsibilities and employment, the challenges they encounter, the coping strategies they use, and the personal meanings they develop from these experiences. The study used a qualitative phenomenological approach guided by Braun and Clarke’s (2006) Reflexive Thematic Analysis. Data were gathered through semi-structured interviews and reflective narratives from selected working students who were actively employed while studying.
The findings revealed four major themes. First, Temporal Strain and Role Conflict showed that students often struggled with time pressure, exhaustion, overlapping responsibilities, and academic stress. Second, Adaptive Coping and Survival Strategies highlighted how participants relied on time management, prioritization, self-discipline, and positive thinking to handle their daily responsibilities. Third, Relational Support and Social Anchoring emphasized the importance of support from family, friends, classmates, teachers, and romantic partners in helping students remain motivated and emotionally stable. Lastly, Transformative Growth and Meaning-Making reflected how participants developed resilience, maturity, responsibility, and a stronger sense of self through their experiences.
The study concluded that the experiences of working students go beyond financial survival. Despite the difficulties they face, working students continue to persevere, adapt, and find meaning in their journey toward achieving their educational goals. Their experiences reflect strength, sacrifice, resilience, and personal growth within the realities of higher education.

Working Students; Phenomenology; Role Conflict

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