A QUALITATIVE ACTION RESEARCH ON LICENSED PROFESSIONAL TEACHERS' REFLECTIONS AND COPING STRATEGIES IN BALANCING GRADUATE STUDIES AND CONTINUING PROFESSIONAL DEVELOPMENT AT NEGROS ORIENTAL STATE UNIVERSITY GRADUATE SCHOOL

This qualitative action research explored the reflections, challenges, and coping strategies of licensed professional teachers balancing graduate studies and continuing professional development (CPD) at Negros Oriental State University Graduate School, with the aim of identifying reflective and practical interventions to support teachers’ well-being, academic performance, and professional growth. Eight (8) licensed professional teachers enrolled in a Master of Arts program were purposively selected, with four (4) participating in a focus group discussion and four (4) in individual in-depth interviews. Data were collected using a validated interview guide and thematically analyzed, yielding two themes describing lived experiences, four themes outlining challenges, three themes reflecting coping strategies and reflective practices, and two themes presenting proposed interventions. Findings indicated that teacher-learners face substantial academic, professional, and emotional demands but remain engaged through sustained motivation, strong support networks, and intentional strategies for balancing responsibilities. Participants highlighted the value of flexibility, peer collaboration, and technology-enabled systems in managing dual academic and professional roles. The study recommends strengthening personal strategies such as structured time management, reflective practice, and peer support, alongside institutional mechanisms including flexible scheduling, blended CPD modalities, mentoring, and improved academic advisement. It further underscores the importance of context-sensitive CPD policies and workload-considerate requirements to ensure the sustainability and accessibility of graduate education for working teachers.