Holding the Chalk and the Child: Parenting Experiences of Single Male Parent Teachers in Maasim District

The increasing prevalence of single-parent households has drawn attention to the complex responsibilities of educators who simultaneously fulfill professional and parental roles. However, limited research has examined the lived experiences of single male parent teachers, particularly within the Philippine educational context. This study explored the experiences, challenges, coping mechanisms, and insights of single male parent teachers in the Maasim District, Division of Sarangani. Guided by Role Strain Theory and Resilience Theory, the study employed a qualitative multiple-case study design involving four purposively selected participants. Data were collected through semi-structured, in-depth interviews and analyzed using thematic analysis with cross-case synthesis. The findings revealed that participants experienced substantial challenges associated with lone parenting responsibilities, emotional distress, financial pressures, societal expectations, and work–family conflict. Despite these difficulties, they demonstrated resilience through child-centered commitment, professional dedication, spirituality, emotional regulation, supportive relationships, and reflective meaning-making. Cross-case analysis further showed that while participants shared common experiences of role strain, their coping strategies and personal interpretations varied according to individual circumstances and available support systems. Their dual identities as educators and sole caregivers contributed to increased empathy, strengthened professional commitment, and meaningful personal growth. The study concludes that resilience among single male parent teachers emerges through the interaction of personal strengths, supportive relationships, and institutional resources rather than individual determination alone. These findings extend existing literature by providing context-specific evidence on the experiences of single male parent teachers and highlighting the importance of gender-responsive educational leadership and family-supportive workplace policies. The study recommends strengthening psychosocial support services, flexible work arrangements, mentoring initiatives, and the effective implementation of solo parent welfare policies to enhance teacher well-being, work–life integration, and professional effectiveness while fostering more inclusive and supportive educational environments.