CHALLENGES FACED BY 4TH YEAR BSED STUDENTS IN BALANCING WORK AND SOCIAL RELATIONSHIPS

Abstract

This study investigates challenges encountered by fourth‑year Bachelor of Secondary Education students in balancing part‑time employment, academic responsibilities, and social relationships. It aims to identify adaptive strategies and support systems that enhance resilience and social well‑being. By employing quantitative and thematic analyses, this study seeks to provide actionable insights for academic institutions to better support this student population. This study adopts a quantitative descriptive design and uses snowball sampling to recruit ten fourth‑year BSED students who engage in part‑time work while completing their academic requirements. Participants completed a structured questionnaire that measured hours worked, grade point average, time allocated to social activities, and perceived stress related to balancing competing demands. Data were analyzed using descriptive statistics to quantify trends and thematic grouping to identify common adaptive strategies. Analysis revealed three primary challenges. First, time constraints were significant, with 80 percent of participants reporting fewer than five hours per week for social activities due to overlapping work and academic deadlines. Second, financial necessity was a major stressor, as 90 percent cited employment as critical for covering tuition and family support, which exacerbated their overall stress levels. Third, social sacrifices emerged as a concern, with 70 percent acknowledging reduced peer interaction that led to feelings of isolation. Quantitatively, students working more than 20 hours per week had a 15 percent lower GPA on average compared to those with lighter work schedules. Despite these pressures, 60 percent of participants utilized structured scheduling and peer support groups to manage stress, demonstrating resilience through proactive planning. The study highlighted the unique struggles of fourth‑year BSED students who work while completing their studies, emphasizing their capacity for resilience in the face of competing demands. It underscored the importance of targeted support mechanisms such as mentorship programs and time‑management workshops to foster both academic success and social well‑being. These findings suggested that academic institutions could enhance the educational experience of working students by implementing structured support systems that address time constraints, financial pressures, and social isolation.