Abstract

This phenomenological study explores the lived experiences of graduate school students at the University of Saint Anthony (USANT) in Iriga City, Camarines Sur, Philippines. The study aims to uncover how these students balance academic responsibilities with personal and professional obligations, adapt to online learning, and manage stress, particularly in the context of their motivations for career advancement as DepEd teachers. Data were collected through in-depth, semi-structured interviews with five graduate students and analyzed using a phenomenological approach. The findings reveal significant challenges in time management, technological adaptation, and stress management, highlighting the importance of supportive family, peer networks, and faculty. The study emphasizes the role of intrinsic motivation, driven by career aspirations, in sustaining students' engagement and perseverance. The results underscore the need for flexible learning environments, robust institutional support, and tailored policies to accommodate the diverse needs of graduate students. The integration of phenomenological and adult learning theories provides a comprehensive understanding of these experiences, offering valuable insights for improving graduate education programs. For schools offering graduate programs, the study suggests enhancing technological infrastructure, academic support services, and flexible scheduling to support their students better.