Cultural Convergence: Narratives of Muslim Women Teachers on Balancing Interfaith Marriages and Professional Life

This study examined how Muslim women teachers in interfaith marriages negotiate the intersection of faith, family, and professional identity within educational settings. Anchored in a qualitative narratology design, the research analyzed the lived stories of five Muslim women teachers from the Alabel 2 District, Sarangani Province, all married to non-Muslim partners and with at least one year of teaching experience. Through narrative inquiry, participants’ accounts were thematically analyzed to uncover the tensions, coping mechanisms, and transformative outcomes emerging from their dual roles. Findings revealed two overarching dimensions: views and insights. Under views, four themes surfaced, promoting peaceful interfaith interaction, importance of open and respectful communication, need for a strong support system in interfaith marriage, fostering religious understanding and respect, Under feelings, five themes emerged, experiencing misunderstanding and cultural conflict, struggles in practicing religious expectation, encouraging social judgement and stereotyping, experiencing emotional and psychological stress, developing coping strategies and self-care, under insights, six themes emerged, demonstrating adaptability and resilience, strengthening religious identity and faith, enhancing professional commitment in teaching, deepening understanding and religious diversity, influencing learners and future generations toward respect, promoting peace and cultural harmony. The study underscores how interfaith marriage challenges yet strengthens Muslim women teachers’ faith and pedagogical practice. It calls for institutional policies promoting inclusivity, interreligious understanding, and mental health support to empower educators in diverse faith contexts.