Benefits, challenges, and coping strategies of student marshals: A qualitative study
Joyce B. Binlang
Abstract
This qualitative study investigates the benefits, challenges, and coping mechanisms of student marshals, who navigate the dual demands of academic coursework and campus responsibilities in university settings. Through narrative inquiry, a qualitative approach suited to capturing participants' lived experiences, the research elucidates the advantages accrued by these student volunteers, elucidates the multifaceted challenges they encounter, and delineates their adaptive strategies. Purposive sampling was employed to select five participants with direct involvement in marshal duties. Data were gathered via semi-structured interviews and subjected to inductive thematic analysis, enabling themes to emerge directly from the narratives without preconceived categories. The findings indicate that participants accrued distinct benefits from their service as student marshals, consolidated into four thematic categories: personal and social development, resilient leadership, augmented financial management proficiency, and professional advancement. Despite these gains, participants confronted pronounced challenges, articulated through three emergent themes: the demands of reconciling academic obligations with marshal responsibilities, deleterious impacts on physical and mental health, and impediments to effective policy enforcement. Participants further articulated coping mechanisms that coalesced into three themes: systematic time management protocols, deliberate stewardship of physical and mental well-being, and the nurturing of resilience coupled with optimism. This investigation contributes to the extant literature by elucidating the mechanisms through which students reconcile academic commitments with extracurricular work responsibilities, while proffering empirically derived strategies to safeguard their well-being and optimize performance outcomes.
Keywords
resilient leadership, professional advancement, student mental health, time management, student employment
Author information & Contribution
The researcher is an instructor in a private higher education institution specializing in social sciences. Her interests include student leadership, engagement, and well-being. She is a candidate for graduation in the Master’s in Public Administration program. Email: binlangjoyce1@gmail.com
Disclosure statement
No potential conflict of interest was reported by the author.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study adhered to ethical principles enshrined in the Declaration of Helsinki, prioritizing the rights, welfare, and dignity of student marshals throughout the data gathering.
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the authors used ChatGPT in translating the significant quotes of the participants and grammar editing. The author takes full responsibility for ensuring proper review and editing of contents generated using AI.
Notes
Acknowledgement
The researcher extends sincere gratitude for the success of this research to the people who shared and encouraged her throughout the completion of every chapter herein. Sincere thanks to the following: To the esteemed panel reviewers for their valuable contributions, constructive feedback on the study's development, and their patience in reviewing and correcting it. Their insightful comments, enthusiasm, expertise, rigorous evaluation, and support were instrumental in shaping this research endeavor. To the participants, for their undying cooperation, effort, patience, and trust in participating in the interview, which greatly helped in the completion of this research.
References
Abbas, S. G., Mahjabeen, A., Ayaz, N., & Bibi, H. (2025). Challenges faced by student leaders in secondary schools: A quantitative survey-based analysis. Journal of Political Stability Archive, 3(1), 194–216. https://doi.org/10.63468/jpsa.3.1.14
Agbayani, G., & Paglinawan, J. (2025). School, work, life: The challenges and strategies of graduate working students. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/IJRISS.2025.90500085
Alampay, L. P., & Garcia, A. S. (2019). Education and parenting in the Philippines. In E. Sorbring & J. Lansford (Eds.), School systems, parent behavior, and academic achievement (Vol. 3, pp. 109–126). Springer. https://doi.org/10.1007/978-3-030-28277-6_7
Baja, R. A. (2024). Tears of hope: The plight of working students under TVL late afternoon program. European Journal of Education Studies, 11(5). http://dx.doi.org/10.46827/ejes.v11i5.5291
Bareno, A. E., Bartolo, D. L., Belonghilot, R. O., Blanco, R. D., & Que, M. Y. (2024). Unveiling the lives of working students: A proposal for school support system. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(7), 168–176. https://doi.org/10.5281/zenodo.12760793
Biddle, B. J. (1979). Role theory: Expectations, identities, and behaviors. Academic Press. https://doi.org/10.1016/B978-0-12-095950-1.50008-1
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Center for Creative Leadership. (2023). Overcome setbacks, increase well-being, and grow from challenging situations with these 8 practices for resilient leadership. https://www.ccl.org/articles/leading-effectively-articles/8-steps-help-becomeresilient/
Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Decierdo, A. E., Hecole, C. R., Villanueva, K., Pajo, M., & Tajon, E. (2024). Beyond circumstances: Exploring the socioeconomic barriers in pursuit of education. Journal of Rural Sociology, Microfinance, and Poverty Studies (JRSMPS). https://doi.org/10.54536/jrsmps.v1i1.3171
Dela Cruz, C. J. D., Estanislao, A. L., Monato, J. G., Ragual, J. M., Jr., & Martinez, G. C. (2025). Empowering student marshals on their roles and responsibilities for effective campus governance. International Journal of Advanced Multidisciplinary Research and Studies, 5(4), 1544–1550. https://doi.org/10.62225/2583049X.2025.5.4.4795
Fitzgibbon, K., & Murphy, K. (2022). Coping strategies of healthcare professional students for stress incurred during their studies: A literature review. Journal of Mental Health. https://doi.org/10.1080/09638237.2021.2022616
Kim, S. M. (2021). Editorial. Journal of the Korean Association of Oral and Maxillofacial Surgery, 47(3), 151–152. https://doi.org/10.5125/jkaoms.2021.47.3.151
Lessky, F., & Unger, M. (2022). Working long hours while studying: A higher risk for first-in-family students and students of particular fields of study. Journal of Student Affairs Research and Practice, 59(2), 1–18. https://doi.org/10.1080/21568235.2022.2047084
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Logsdon, A. (2023). Time management for working students. Verywell Mind. https://www.verywellmind.com/time-management-tips-for-working-students-2161979
Lyz, N., Istratova, O., & Golubeva, E. (2023). Working students: Educational success and subjective well-being. Higher Education in Russia, 32(2), 80–96. https://doi.org/10.31992/0869-3617-2023-32-2-80-96
Masevičiūtė, K., Šaukeckienė, V., & Ozolinčiūtė, E. (2018). Combining studies and paid jobs. Eurostudent. https://www.eurostudent.eu/download_files/documents/TR_paid_jobs.pdf
Mostafa, H., & Lim, Y. (2020). Examining the relationship between motivations and resilience in different international student groups attending U.S. universities. Journal of International Students, 10(2), 306–319. https://doi.org/10.32674/jis.v10i2.603
Mutya, R. C., Geverola, I. J. R., Cano, A. C., Jr., & Friolo, R. V. (2022). Coping with uncertainties: Unveiling the lived experiences of working students in the new normal. Ho Chi Minh City Open University Journal of Science – Social Sciences, 12(1), 112–129. https://doi.org/10.46223/HCMCOUJS.soci.en.12.1.2264.2022
Naidoo-Chetty, M., & Du Plessis, M. (2021). Job demands and job resources of academics in higher education. Frontiers in Psychology, 12, Article 631171. https://doi.org/10.3389/fpsyg.2021.631171
National Center for Education Statistics. (2022). The condition of education 2022 (NCES 2022-144). ERIC. https://eric.ed.gov/?id=ED619870
Olid, J. S., & Motus, R. H. (2023). Lived experiences of alternative learning system learners during the pandemic. Industry and Academic Research Review, 4(1), 210–215. https://iiari.org/wp-content/uploads/iarr.v4.1.icmiar23.1191.pdf
Paglinawan, J. L., & Orbilla, E. C., Jr. (2025). Balancing between work and study: Trials and triumphs of working students at an early age. International Journal of Research and Innovation in Applied Science (IJRIAS). https://doi.org/10.51584/IJRIAS.2025.100500015
Payusan, A., Arrofo, M. J., Codilla, L. A., & Gaco, S. (2022). Priorities and intentions of working students amidst the COVID-19 pandemic. The Normal Lights, 16(2), 92–119. https://doi.org/10.56278/tnl.v16i2.1725
Pedroso, J. E., Alcarde, M. L., Gordon, A. J., & Ponesto, C. B. (2022). Challenges and opportunities faced by working students amidst the pandemic. Journal of Digital Learning and Distance Education, 2(1), 408–422. https://doi.org/10.56778/jdlde.v1i5.38
Philippine Statistics Authority. (2025). Labor force survey. https://psa.gov.ph/statistics/labor-force-survey
Rouder, J., Saucier, O., Kinder, R., & Jans, J. (2021). What to do with all those open-ended responses? Data visualization techniques for survey researchers. Survey Practice. https://doi.org/10.29115/SP-2021-0008
Sebullen, M. T., Kitani, A. B., & Matiwtiw, T. L. (2023). Experiences of working while studying: A phenomenological study of Baguio Central University college students. International Journal of Recent Advances in Multidisciplinary Topics, 4(6), 18–23. https://doi.org/10.13140/RG.2.2.29610.18883
Sirgy, J., & Lee, D. (2016). Work–life balance: A quality-of-life model. Applied Research in Quality of Life, 11(4), 1059–1082. https://doi.org/10.1007/s11482-015-9419-6
Sonday, A., Ramugondo, E., & Kathard, H. (2020). Case study and narrative inquiry as merged methodologies: A critical narrative perspective. International Journal of Qualitative Methods, 19, 1–10. https://doi.org/10.1177/1609406920937880
Tecson, C. P., Torion, R. H., Rigos, D. G. I., Torres, J. V., Abergas, A. P., & Alivio, M. R. (2025). Assessing the relationship between work study balance and academic success: A story of working students. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/ijriss.2025.909000422
Tetteh, E., & Attiogbe, E. (2019). Work–life balance among working university students in Ghana. Higher Education, Skills and Work-Based Learning, 9(4), 525–537. https://doi.org/10.1108/HESWBL-08-2018-0079
Van Breda, A. (2018). A critical review of resilience theory and its relevance for social work. Social Work/Maatskaplike Werk, 54(1), 1–18. https://doi.org/10.15270/54-1-611
Wade, L., Beauchamp, M. R., Nathan, N., Smith, J. J., Leahy, A. A., Bao, R., Kennedy, S. G., Boyer, J., Diallo, T. M. O., Beacroft, S., & Lubans, D. R. (2026). Effects of a school-based leadership program on student leaders and their peers: The Learning to Lead cluster randomized controlled trial. Contemporary Educational Psychology, 84, Article 102444. https://doi.org/10.1016/j.cedpsych.2026.102444
Wapaño, M. R. R. (2024). The protective role of resilience against mental health challenges in academic settings: The moderating effect of social support. IOER International Multidisciplinary Research Journal (IIMRJ), 6(3), 61-70. https://doi.org/10.54476/ioer-imrj/552343
Cite this article:
Binlang, J.B. (2026). Benefits, challenges, and coping strategies of student marshals: A qualitative study. International Review of Social Sciences Research, 6(2), 94-116. https://doi.org/10.53378/irssr.353342
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Related articles:
Most read articles
- Social media usage and the academic performance of Filipino junior high school students
- A narrative exploration of romantic experiences and ideal relationship standards among Filipino Gen Z
- Exploring the factors influencing commuters’ satisfaction and the use of public utility buses in Quezon City, Philippines
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- Students’ exposure to social media and their radical involvement on the societal issues in the Philippines
- ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study
- Senior high school students’ awareness and literacy on computer software applications
- Self-perception of ABM students towards their academic, social and emotional college preparedness
- Enhancing financial literacy among Pantawid Pamilyang Pilipino Program beneficiaries
- Emotional intelligence and leadership efficacy of university student leaders