Teaching and Learning: A Phenomenological Exploration of Tribal Educators’ Work-Study Balance

Abstract

This study investigates the lived experiences of tribal teachers in Northeast India who balance full-time teaching with academic study while pursuing a Bachelor of Education (B.Ed.) degree. Adopting a phenomenological approach, seven participants were interviewed through in-depth, semi-structured conversations, and data were analyzed using Colaizzi’s method. The findings highlight six themes: dual identity as teacher and student, motivation shaped by both government mandates and intrinsic passion, struggle for balance across professional, academic, and family roles, reliance on support systems, financial and personal sacrifices, and transformative professional growth. While participants faced challenges such as time constraints, stress, health issues, and financial strain, they also reported resilience, increased empathy, and enhanced pedagogical skills. The study underscores the impact of systemic requirements on teachers’ professional development, as well as the value of supportive networks in mitigating difficulties. By situating the narratives within broader social role and spillover theories, this research contributes to understanding how teachers in marginalized contexts navigate competing responsibilities, offering implications for policy, institutional support, and teacher education programs.