THE BACKBONE OF THE FAMILY: A STUDY ON TAGASALO PERSONALITY OF

FEMALE BREADWINNER STUDENTS

Joanna J. Hernandez, Apple Jhoy H. Salvajan

Psychology Department, University of Perpetual Help System DALTA, Calamba City,

Laguna, Philippines

https://doi.org/10.5281/zenodo.10963954
ABSTRACT

This qualitative study explored the lived experiences of female breadwinner students with
a tagasalo personality. The main purpose of the study is to explore the challenges that
female breadwinner students with a tagasalo personality encounter in balancing their
academic, financial, and household responsibilities. The study utilized purposive
sampling, selecting four participants for semi-structured, in-person interviews. The data
were categorized into major themes and subthemes and analyzed using Interpretative
Phenomenological Analysis (IPA) guidelines. The emerging themes and sub-themes
were the following: Major Theme 1: Resource-Balancing Struggles (with sub-themes,
Time and Finance), Major Theme 2: Interpersonal Turmoil (with sub-themes, Family and
Peers), Major Theme 3: Multifaceted Role Challenges (with sub-themes, Balancing of
Personal Priorities and Fulfillment of Family Obligations), Major Theme 4: Internal
Conflict: Family Loyalty vs. Independence (with sub-themes, Fulfillment of Parental
Commitments and Contemplation of Abandonment of Family Support), Major Theme 5:
Emotional Drains (with sub-themes, Confusion, Sadness, and Burnout), Major Theme 6:
Early-life Experiences (with sub-themes, Adaptability of Persona and Loss of Youthful
Exploration), Major Theme 7: Enduring and Positive Mindset (with sub-themes,
Empowerment of Resilience and Persistence and Faith and Positivity), and Major Theme
8: Program Recommendations. Some recommendations were for breadwinner students
to consider seeking out mentorship programs that pair students with successful
professionals who can provide guidance, support, and networking opportunities.
Additionally, society might consider raising awareness about the challenges faced by
female breadwinner students, which can promote a holistic understanding and inclusive
environment.
Keywords: Female breadwinner, Breadwinner students, Tagasalo personality

INTRODUCTION

Breadwinner is the household's principal source of income and being the breadwinner is
crucial since it generates the necessary revenue for the family to survive. In most families,
the family's primary provider also serves as the head of the home. In other words, they
are in charge of deciding how to spend the household's money. They frequently cover the
living expenses and take care of their dependents (Kagan, 2023). They might also be in
charge of giving the family emotional support when things get tough. In the Philippines,
providing for your family is not simple. Due to the rising cost of living, many families are
having financial difficulties. However, despite the struggles, breadwinners are still viewed
as heroes in their families (InLife, 2022).

In the midst of the rise of breadwinners, there are also students who take on this role for
their families while pursuing their education. The breadwinner student is a student who
takes the role of being the primary financial provider for their family while also attending
school. In some circumstances, they may also be responsible for taking care of their
siblings, providing for their basic needs, or even managing household tasks. Moreover,
Johnson et al.'s (2018) study shed light on the complex connection between family
financial obligations and academic goals for female breadwinner students. This
purposeful focus highlighted how these young women's choices and motivations are
shaped by changing gender dynamics and societal expectations as they balance being a
primary provider and a student.

The Tagasalo personality in the family is an important element of a Filipino family

dynamic. It refers to the tendency of members of the same family to show respect and
kindness towards each other, to protect and watch out for each other, and to support and
encourage each other through times of difficulty. This trait is viewed as highly important
in Filipino culture, and serves as a strong bond between family members (Perez, 2021).
In the Filipino culture, a child is frequently given the responsibilities and obligations of
their parents as they get older. Also, it is frequent that the oldest child is the one who fills
the role of the parent's younger equal. Undeniably, tagasalo is a practice that has been
widely reported to occur in Filipino families (Lam & Yeoh, 2019).

Moreover, the concept of Tagasalo, as investigated by Coan et al. (2018) and Beresin
and Watkins (2022), goes further into the complex realities of students who are the
breadwinners, especially those who originate from lower-class families. The portrayal of
a resolute female student breadwinner by Yssa Cardona (2021) brings to light the
challenging circumstances encountered by those pushed into early adulthood, who must
juggle their academics, several jobs, and domestic duties. Their steadfast dedication to
learning and hopes for a better future for their family in spite of these enormous
challenges are evidence of their perseverance and resilience in the face of difficulty.
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The study explored the experiences of female breadwinner students who are expected to
fulfill household duties and provide financial support for their family while pursuing their
education. However, it is important to note that the tagasalo personality should not be
misconstrued as an obligation but as a role similar to being Filipino. Therefore, it is not a
toxic trait. The goal of the study is to showcase the "tagasalo" as a trait and emphasize
that it requires social support, just like any other role. Many studies have discussed the
experiences of female breadwinners, but few have focused on the lives of female
breadwinner students and how they cope with it. This study aimed to explore the
challenges that breadwinner students encountered in balancing their academic, financial,
and household responsibilities.

Research Questions
1. What are the lived experiences of female breadwinner students as tagasalo in their
family?
2. Based on their experiences, what themes emerged?
3. What model or program may be proposed to breadwinner students as tagasalo in their
family?

METHODOLOGY

Research Design
The Interpretative Phenomenological Analysis (IPA) is a qualitative method that focuses
on exploring and understanding people's experiences and points of view, particularly
concerning a certain event or subject. IPA is a versatile and adaptive methodology that
enables researchers to delve deeply and minutely into participants' rich meanings and
experiences. Furthermore, the term "understanding" effectively encompasses the two
elements of interpretation and understanding in terms of identification or empathy and
understanding as an attempt to comprehend. Incorporating these aspects into the inquiry
is likely to result in a more comprehensive analysis and provide a more complete portrayal
of the individual. Moreover, IPA focuses on exploring how individuals construct meanings
in their personal and social world (Noon, 2018). IPA is particularly appropriate for this
study as it allows for a nuanced exploration of participants' perspectives and experiences.

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Participants of the Study
The study had four female participants who were breadwinners and students at the same
time. These participants were required to possess a tagasalo personality, between the
ages of 20 to 30 years old, and reside within Cabuyao and Calamba, Laguna. An
individual with a tagasalo personality was usually seen as the problem-solver in the family
and would take on difficult tasks without hesitation. They are quite self-reliant, and are
known to not ask for help or accept advice from others. Participants had to be the primary
breadwinner in their households and responsible for providing financial support for their
families. Additionally, participants also had to be currently enrolled in a school or
university and at the same time currently employed in a full-time or part-time job.

Research Instrument
The study utilized semi-structured interview questions created by researchers as the
research instrument in the process of collecting data. The research instrument consisted
of open-ended questions. The researchers utilized this type of questions to give
participants the freedom to express themselves clearly and provide more thorough
answers. Open-ended questions were advantageous in qualitative research because
they enabled participants to give detailed and comprehensive responses, leading to rich
and nuanced data for analysis (Braun & Clarke, 2019). To ensure the validity of the
study's results, the instrument used underwent a thorough validation process conducted
by three psychometricians.

Data Generation and Selection of Co-participants or Co-researchers

The paper utilized in-depth interviews with the participants, employing a semi-structured
interview format consisting of open-ended questions that will allow participants to express
themselves freely. These interview questions underwent validation by experts to ensure
the paper's validity and reliability. The paper employed purposive sampling, selecting
participants based on specific criteria to ensure the accuracy and reliability of the study.

Data Gathering Procedure

Before conducting the interview process, the researchers obtained informed consent from
the 4 participants. The researchers conducted semi-structured interviews while utilizing
open-ended questions. Location, time, and modality of the interview were mutually
agreed upon by both the researcher and participant. Interview responses were recorded
via audio-visual recording devices. Finally, after the interview, the researchers
transcribed and analyzed the data collected from the participants. This paved the way to
identify any patterns and themes that emerged.

Data Analysis
The researchers used Interpretative Phenomenological Analysis (IPA) in qualitative
research methodology to focus on exploring how individuals made meaning of their life
experiences (Noon, 2018). The data were categorized into main themes and analyzed

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following the guidelines of interpretative phenomenological analysis (Smith & Osborn,
2008).

After the data collection, it was transcribed into a written format, including all verbal and
nonverbal elements such as pauses, intonations, and emphasis. Next, the researchers
read and re-read the transcripts multiple times to become familiar with the data and
develop an initial understanding of the phenomenon. After multiple readings, the
researchers took note of the detailed and comprehensive findings from the data. After
that, the researchers transformed the notes into themes that emerged from the coded
data. Furthermore, the next stage involved looking for connections between emerging
themes, grouping them according to their similarities, and providing each cluster with a
label. Finally, the researchers wrote up the analysis and presented the findings clearly
and concisely supported by quotes and examples from the data. Overall, IPA aimed to
understand the subjective experiences of individuals and the meanings they attached to
those experiences. It involved a process of data analysis and interpretation to develop a
rich understanding of the phenomenon being studied (Smith et al, 2009).

1. RESULTS

Major Theme 1: Resource-Balancing Struggles

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 Resource-Balancing Struggles
Sub-theme 1: Time

Management Struggle

“I'm really struggling with time management. When people say

Participant 1 you're great because you can balance everything, that's not true.”
(Hirap na hirap ako sa time management. Sa nagsasabi na ang
galing mo kasi nababalance mo lahat that’s not true.)

“Sometimes it's really hard to manage, especially with deadlines.”

Participant 2 (Minsan talaga ang hirap nyang i-manage then yung mga
deadlines.)

“It's difficult because I feel like I struggled more in terms of time

Participant 3 management.” (Mahirap siya kasi parang mas nahirapan ako in
terms sa time management.)

Participant 4 “That's how difficult balancing time is.” (Ganon kahirap yung
balancing ng oras.)

Time Insufficiency

“My time in a day. It's like, you know, there's always something else
Participant 1 to do right away, like there's no free time, you know?” (Yung time ko
sa isang araw. Sobrang parang alam mo yun may kasunod ka agad
na gagawin parang walang free time ba ganun.)

“You feel like there's never enough time, like there's always a
shortage of time, because of course, when you're juggling between
Participant 2 jobs, between your personal relationships as well.” (You feel like
parang never enough yung time, parang laging kulang yung time,
kasi syempre pag hassling ka between job, between your personal
relationship as well.)

Participant 4 “Intense time and effort are needed.” (Kailangan ng intense time and
effort.)

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 Sub-theme 2: Finance

Financial Hurdles as a Breadwinner

“Just thinking about your financial problems... it's intense how your
budgeting goes from... even before you get paid, you've already
Participant 1 allocated everything for your family.” (Iisipin mo pa lang yung
financial problem niyo… grabe yung budgetting mo from… di ka pa
na-sahod ubos na sa isip mo yung ibibigay mo para sa family mo.)

Participant 2 “There are times when it won't be enough, or I'll fall short.” (May
time na hindi sya aabot or masho-short ako.)

“Since I have a family now, its effect on me is that I really need to

be even more frugal because I have a lot to divide. I divide
everything I have among us because my family is really included in
Participant 4 that.” (Syempre may family na ako so talagang ang naging epekto
niya kasi sakin is kailangan ko pang lalong magtipid kasi syempre
madami akong hinahati-hati. Hinahati-hati ko yung ano yung kung
ano man yung meron ako hati-hati ko yung samin kasi talagang
ang family ko naka include na yan.)

The major theme of resource-balancing struggles among female breadwinner students

delves into the challenges of managing time and finances, revealing the emotional
complexities of juggling academic, work, and personal life commitments. This theme
emphasizes the relentless negotiations required to maintain balance and sheds light on
the nuanced difficulties these individuals face in fulfilling their multifaceted roles. Within
this, the sub-theme of time dynamics explores the overwhelming challenges and
emotional toll of orchestrating a delicate equilibrium, highlighting the constant negotiation
for time and the relentless temporal challenges these students confront in their daily
struggles. Additionally, the examination of financial struggles within this context unveils
their emotional impact on various dimensions, shedding light on how economic stressors
influence not only academic pursuits but also permeate the overall quality of life. This
sub-theme emphasizes the intricate relationship between financial burdens and the
multifaceted roles these students navigate, adding depth to the understanding of their
complex emotional landscape.

Major Theme 2: Interpersonal Turmoil

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 Interpersonal Turmoil
Sub-theme 1: Family

Conflict with Family

Participant 1 “We're extremely irritable with each other.” (Super irate namin sa
isa’t isa.)

Less Interaction with Family

Participant 1 “I'm not always at home.” (Wala ako lagi sa bahay.)

“Now, my interaction with my family is much less, not like before

Participant 2 when I used to live with them.” (Ngayon yung interaction ko sa
family ko mas less hindi na gaya ng dati na nakatira pa ako sa
kanila.)

Sub-theme 2: Peers

Disconnected from Classmates

“You'll feel like you're disconnected from your classmates

because they have more time since I'm still irregular, right? So
Participant 1 they have more time to spend with each other.” (Mafi-feel mo na
parang disconnected ka sa mga kaklase mo because they have
more time kasi irregular pa ako diba, so they have more time to
spend with each other.)

Comparison with Peers

“I think about my classmates like they need to study without

Participant 1 having to work. Why do I have to study while working?” (Naiisip
ko yung mga kaklase ko like kailangan nila mag aral nang hindi
sila nag wowork, bakit ako kailangan kong mag-aral habang nag
wowork.)

“You'll think, I'm still young, I have so many things to think about
Participant 2 compared to my peers, right? My classmates who don't work,
they can still hang out.” (Iisipin mo ang bata ko pa, ang dami-
dami ko ng iniisip compared sa mga kaano ko diba. Yung mga
kaklase ko na hindi nagwo-work, nakakagala pa sila.)

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Interpersonal turmoil explores the intricate social dynamics of female breadwinner
students, encompassing familial relationships and connections within the academic
environment. It delves into the emotional intricacies within the family unit as students
strive to meet expectations while balancing breadwinning responsibilities, and highlights
the challenges of establishing connections with peers, emphasizing the emotional
dimensions of isolation. Interpersonal turmoil emerges as a complex interplay of familial
and peer relationships shaping these individuals' emotional landscape. Within this, the
family sub-theme exposes the toll on familial relationships and the emotional challenges
of feeling disconnected, while the peers sub-theme uncovers the psychological impact of
detachment from the academic social fabric, enriching our understanding of their
interpersonal struggles.

Major Theme 3: Multifaceted Role Challenges

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 Multifaceted Role Challenges
Sub-theme 1: Balancing of Personal Priorities

Commitment Battles

Participant 1 “Because there are times when they all come at once.” (May times
kasi na sabay sabay sila.)

“Now for me, it's like there are so many priorities. Mixed, there's
so much to do, so many tasks to finish.” (Ngayon sa akin, parang
Participant 3 ang daming priorities. Halo-halo, ang daming pwedeng gawin,
ang daming gagawin, ang daming kailangan tapusin.)

Participant 4 “A woman with no rest.” (Babaeng walang pahinga.)

Academic Strain and Grade Pressures

“There will be subjects that you'll have to neglect, especially when

you're working, of course you won't be able to maintain your
Participant 1 grades.” (May mapapabayan at mapapabayan ka especially sa
subjects, syempre hindi mo mamementain yung grades.)

“Maybe when I was in my first year, my grades were really high,

but when I started working, that's when they declined, seriously.”
Participant 2 (Siguro nung first year ako, ang tataas talaga ng grade ko kaso
nung nagwork na ako, dun na sya nag decline as in.)

Struggling to Establish and Maintain Focus

Participant 1 “You'll lose your focus on what's important to you.” (Mawawala ka

sa ano mo eh focus mo.)

“When your activities become mixed up, it's sometimes hard to

Participant 3 focus.” (Kapag parang halo-halo yung mga nagiging, ano mo,
yung mga ginagawa mo. Parang minsan, may times na mahirap
mag-focus.)

Seeking for Personal Time

Participant 1 “I still try to find time for myself.” (Naghahanap pa din ako nang
sarili kong time para sa sarili ko.)

Participant 2 “I also need to think about myself.” (Kailangan ko rin isipin ang
sarili ko.)

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 Concern in Sibling's Future

“It's tough now, I also need to consider how to provide for my

Participant 3 siblings' daily needs.” (Hirap na ngayon, kailangan iisipin mo din
yung pang papano kapakanan ng buhay ng kapatid mo, yung
pang-gastos namin sa pang araw-araw.)

Sub-theme 2: Fulfillment of Family Obligations

Familial Reliance

“They rely on me more because they know I have income, so they

Participant 2 know they can turn to me anytime, whatever happens.” (Mas
inaasahan ka nila kasi they know na may income ka, so they know
na pwede ka nilang takbuhan anytime whatever happens.)

“As their older sister, I'm really the one trying my best to fulfill my
Participant 3 responsibilities to them.” (As a… ate nila, ako na lang din talaga
yung, pinipilit ko na lang din talaga na magawa yung
responsibilidad sa kanila.)

“I feel like Wonder Woman, wondering if this is really my role now,

Participant 4 if I can truly be the leader of my family.” (Para nga akong si wonder
woman na parang, naku, heto na ba talaga ako, pwede na akong
maging kapitan del baryo ng pamilya ko.)

This theme examines the academic and personal challenges stemming from the dual
roles of being a student and a breadwinner, examining the difficulties in balancing
academic pursuits with breadwinning responsibilities and the emotional toll it takes.
Within this theme, the sub-theme of Fulfillment of Family Obligations highlights
individuals' deep sense of duty towards their family members, emphasizing their role in
supporting their family emotionally, financially, and practically. It delves into the
complexities of navigating familial dynamics while balancing personal aspirations,
shedding light on the internal conflicts and practical commitments inherent in fulfilling
family obligations. Through these experiences, individuals gain insights into the intricate
challenges of managing multifaceted roles and the profound impact of their contributions
on their loved ones' lives.

Major Theme 4: Internal Conflict: Family Loyalty vs. Independence

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 Internal Conflict: Family Loyalty vs. Independence
Sub-theme 1: Fulfilling Parental Commitments

Individual Sacrifices

“When you say it's balanced, someone will really sacrifice.” (Yung
Participant 1 sabihin mong balance siya, no, meron talagang magsa-sacrifice.)

Participant 2 “We can't gain anything without sacrifices.” (We can't gain anything
without sacrifices.)

“I provided for their education until I didn't even think about giving
Participant 4 myself a chance anymore because I prioritize them.” (Ako
nagprovide sa pag-aaral nila hanggang sa parang hindi ko na
naisip na bigyan ng chance yung sarili ko kasi mas inuna ko sila.)

Feelings of Fulfillment

Participant 2 “I'm happy that I was able to provide for my family's needs, that's
actually the reason why I'm working.” (I'm happy na I was able to
provide sa needs ng family ko, that's the reason actually why I'm
working.)

Participant 3 “I'm happy, of course.” (Masaya, syempre.)

“Maybe because it's truly from the bottom of my heart to help my

Participant 4 family, because that's my passion, knowing the hardships they've
been through.” (Siguro dahil it is from the bottom of my heart na
tumulong din sa family talaga kasi yan na yung passion ko kasi
alam ko ang hirap na pinagdaanan nila.)

Achieve Parental Wishes

Participant 3 “Our mom and dad want us to finish our studies.” (Gusto nung
mama at papa namin na makapagtapos po kami.)

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 Sub-theme 2: Contemplation of Abandonment of Family Support

Rejecting Familial Support

“I thought, what if I just give up on all of them and focus on myself?

After all, I can manage on my own. I can help them, what if I just
focus on myself and stop helping them? Would my mind still be too
cluttered? Because if I become independent and live separately, I
can do it. I can stay in a dorm, I can rent my own apartment. With
my own salary, I can support myself, I won't help them.” (Sabi ko
Participant 1 what if i-give up ko nalang sila lahat mag sarili nalang ako tutal kaya
ko naman pala. Kaya ko nga tumulong sa kanila what if solohin ko
na lang sarili ko, hindi na ako tumulong sa kanila. Masyado pa bang
magiging magulo yung isip ko kasi syempre kung magiging
independent ako pag nag bukod ako, pwede kasi akong mag dorm
eh kung tutuusin kaya ko. Kaya kong mag dorm, kaya kong mag
apartment sa sarili ko. Sa sarili kong sahod kaya kong buhayin yung
sarili ko, hindi ko sila tutulungan.)

Participant 2 “Sometimes you just want to stop.” (Minsan parang gusto mong
tumigil.)

This theme delves into the complex emotional terrain where individuals wrestle with the
profound tension between honoring familial bonds and pursuing personal autonomy. It
encapsulates the delicate balance between meeting family expectations and pursuing
individual aspirations, reflecting a conflict that shapes one's decisions and identity.
Through an exploration of intricate emotions, values, and choices, this theme provides
insight into the multifaceted dynamics defining individuals' journeys in reconciling family
loyalty with the pursuit of independence. Within the sub-theme of fulfillment of parental
commitments, the focus is on the sacrifices made to meet parental expectations,
shedding light on the emotional toll and personal sacrifices involved in aligning with
familial obligations. Conversely, in the sub-theme contemplation of abandonment of
family support, individuals grapple with the challenging decision to reject familial support
in favor of independence, revealing the nuanced thought processes and emotional
dilemmas inherent in navigating the tension between autonomy and familial ties.

Major Theme 5: Emotional Drains

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 Emotional Drains:
Sub-theme 1: Confusion

Conflicted Emotions

“I feel like I have a split personality. Different personalities, different

genres, I need to adjust my character and personality depending
on what I have going on from work to study. My personality at home
should be different, my personality at work should be different, my
personality while studying, my personality with my boyfriend, my
Participant 1 personality with friends, but all of those are still me. At least I won't
lose myself, I know within myself that's still me. Different people,
different personalities.” (Feel ko may split personality ako. Iba ibang
personality, iba ibang genre kailangan iadjust ko din yung character
ko at saka personality ko, depende sa kung anong meron ako
ngayon from work to study dapat iba yung personality ko sa bahay,
iba yung personality ko sa work, iba yung personality ko sa study,
iba yung personality ko sa boyfriend, iba yung personality ko sa
friend pero lahat yon ako lang. At least hindi ako mawawala, alam
ko sa sarili kong ako yon. Different people, different personality.)

Participant 3 “Unstable.” (Unstable.)

“This time, maybe I feel happy but also sad because, of course, it's
Participant 4 like I'm back to studying again and at the same time, still being the
breadwinner, it's like that.” (This time siguro parang masaya ako na
parang nalulungkot kasi syempre parang bumabalik sakin yung ano
na, ito na naman ako nag-aaral na naman tas at the same time
breadwinner ka pa din parang ganun.)

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 Sub-theme 2: Sadness

Persistent Feelings of Sadness and Breakdowns

Participant 1 “That's tough, it really leads to burnout, seriously.” (Mahirap yon,

nakaka burn out as in.)

“Although there are times, of course, when you have breakdowns

because it's overwhelming, sometimes they all come together like
Participant 2 that, that's how responsibilities are.” (Although may mga time
syempre na nagbe-breakdown ka kasi syempre overwhelming,
parang minsan nagsasabay-sabay sila eh, ganun talaga pag
responsibilities.)

Participant 3 “Sad.” (Malungkot.)

Sub-theme 3: Burnout

Emotional Exhaustion from Multitasking

Participant 1 “That's really tough, it leads to burnout, seriously.” (Mahirap yon,

nakaka burn out as in.)

Participant 2 “Of course, it's also stressful.” (Syempre nakakastress din.)

“Drained because, of course, there's a pile-up of tasks at school,

Participant 3 at home, and also at work.” (Drained kasi, syempre, ano nga po,
ayun nga patong-patong nga po yung mga ano, mga ginagawa
sa school, sa bahay, tapos sa work din po.)

Participant 4 “Sometimes you just feel like crying because it's getting heavy,
and you're thinking to yourself, until when? And you're wondering
when you'll stop? But because you know, you feel within yourself
that they need you, you can't stop.” (Minsan parang gusto mo ng
umiyak kasi mabigat na din kasi iniisip mo sa sarili mo na,
hanggang kailan? Tapos iniisip mo kailan ka titigil? pero dahil
alam mo eh, ramdam mo sa sarili mo na kailangan ka nila, hindi
ka pwedeng tumigil.)

Feelings of Unfairness

Participant 1 “Life is really unfair.” (Life is unfair talaga.)

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Emotional drains explore the psychological toll experienced by female breadwinner
students, focusing on the emotional challenges they encounter daily. It encompasses a
range of experiences, including stress, sorrow, exhaustion, and emotional fatigue,
significantly impacting mental well-being. Emotional drains stem from various sources like
work pressure and personal relationships, manifesting as confusion, sadness, and
burnout. The sub-theme of confusion explores the challenges of managing identities
across different life domains, exacerbated by societal expectations. The Sadness sub-
theme delves into persistent feelings of despair and emotional breakdowns, shedding
light on the sustained emotional toll of being a breadwinner. Lastly, the burnout sub-theme
uncovers profound exhaustion and disillusionment resulting from prolonged stress,
emphasizing the importance of self-care and support to prevent and address burnout.

Major Theme 6: Early-life Experiences

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 Early-life Experiences
Sub-theme 1: Adaptability of Persona

Early Maturity

“I feel like my path is more inclined, like I can see my goal more
Participant 2 clearly, and it feels like I'm more mature.” (Feeling ko mas inclined
yung path ko, parang mas nakikita ko yung goal ko and then yung
nga parang feeling mo mas mature ka.)

Participant 3 “I've become more mature, more aware of reality.” (Mas naging
mature, mas naging parang mulat sa realidad talaga.)

Early Recognition of Hardships

“I saw my situation even when I was young. I saw my family's

Participant 1 situation, like it was really difficult.” (Nakita ko na yung situation
ko bata pa lang ako. Nakita ko na situation ng family ko na like
sobrang hirap.)

“I grew up in a destitute family, so we are admittedly, that's where

I come from, but maybe that was the way for me to become aware,
because there are nine of us siblings. So even when I was young, I
Participant 4 realized that this is life, life is hard.” (I grew up in a destitute family,
so we are admittedly ako dun pero iyon siguro ang way para
mamulat ako na kasi nine kaming siblings. So maliit pa lang ako
namulat ko na eto pala yung buhay, mahirap ang buhay.)

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 Sub-theme 2: Loss of Youthful Exploration

Neglected Youthful Journeys

“It's like this is too much for me to take, like I'm just young, like I
should be focusing on one thing but at the same time.” (Parang this
Participant 2 is too much for me to take, parang I'm just young parang I should
be focusing on one thing but at the same time.)

“I learned to earn a living, actually, I stopped studying because of

my siblings, I gave way so they could finish even just high school.
So I provided for their education until I didn't even think about
Participant 4 giving myself a chance anymore because I prioritized them.”
(Natuto ako maghanap-buhay, actually, tumigil ako ng pag-aaral
dahil yung mga kapatid ko, nag give way ako para makatapos sila
kahit high school lang. So ako nagprovide sa pag-aaral nila
hanggang sa parang hindi ko na naisip na bigyan ng chance yung
sarili ko kasi mas inuna ko sila.)

This theme delves into the formative nature of individuals' early experiences, shaping
their perspectives, behaviors, and identities. By exploring childhood and adolescent
encounters, including family dynamics and educational interactions, the theme uncovers
the lasting impact of these foundational moments on individuals' lives. It aims to unravel
how past experiences contribute to the development of personalities, relationships, and
life trajectories. The sub-theme of Adaptability of Persona examines the resilience and
flexibility cultivated by female breadwinner students, highlighting how they navigate
challenges and develop versatile skill sets. This exploration sheds light on the accelerated
maturation process experienced by these students, impacting their personal and
academic trajectories and shaping their worldview and decision-making from an early
stage in life.

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Major Theme 7: Enduring and Positive Mindset

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 Enduring and Positive Mindset
Sub-theme 1: Empowering Resilience and Persistence

Strength Amidst Challenges

“My perspective now is that nothing can stop me anymore. I won't

be knocked down by any challenges I face because I've
overcome them all at a very young age. What more in my future?”
Participant 1 (Yung perspective ko ngayon na walang… wala nang makaka-
hadlang sa akin like hindi na ako kayang patumbahin ng kahit
anong challenges na haharapin ko pa kasi nakaya ko yun lahat
nang at the very young age what more sa future ko.)

“So I also motivate myself because my family needs me. Not only
that, but I also have personal goals that I have to achieve, and if I
Participant 2 stop, it might be harder for me to get back up.” (So sakin mino-
motivate ko din yung sarili ko and my family needs me. Hindi lang
yon, pero ako din sa sarili ko may mga personal goal ako na I
have to achieve and if I will stop baka mas mahirapan akong
bumangon ulit.)

Participant 3 “It strengthens me more.” (Mas pinapatatag lang din yung loob.)

“I just think of it as something that strengthens me even more,

Participant 4 that I should strive even harder.” (Parang inaano ko na lang na
parang pampalakas lalo siya sa akin, na mag-strive pa ako.)

Acceptance and Determination

Participant 1 “Maybe that's just the fate I've been dealt.” (Siguro ganon lang
yung life na kinahinatnan ko.)

“I understand that not everyone's situation is the same, so for me,

Participant 2 this is my experience and I'll just deal with it.” (Understood ko na
hindi naman pare-parehas ng situation diba, so sakin this is my
experience siguro I'll just deal with it na lang.)

Participant 3 “Even if it's difficult, it really needs to be done.” (Kahit mahirap,

kailangan talagang gawin.)

Adaptability and Growth Mindset

“It's like going with the flow. When I encounter problems, I don't
Participant 1 have a routine, but I know I have my own solutions.” (Parang go

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 with the flow like pag namroblema ako this time, wala akong
routine pero alam kong may solusyon ako sa sarili ko.)

“For me, it's about experience and the mindset I have. I want to
Participant 2 acquire more skills, and at a younger age, I can achieve my goal,
so it's all good for me.” (For me, it's experienced, and sa mindset
na meron ako, I want to collect more skills, and at an earlier age
mas maa-achieve ko yung goal ko, so it's all good for me naman.)

Sub-theme 2: Faith and Positivity

Optimism

Participant 1 “I always say I'm very independent.” (Sabi ko nga eh napaka

independent ko.)

Participant 2 “I'm actually more positive about it rather than negative.” (I'm
actually more positive about it rather than negative.)

“I can't take it off, so no matter how difficult it gets, I take it as

Participant 4 positive so that what comes back to me is also positive.” (Hindi na
naalis sakin yun kaya kahit anong hirap, tinetake ko sya as
positive para ang balik sakin is positive din.)

Divine Trust

“For me, I take it lightly because I know that God is there. I know,
He knows my efforts and the ambitions in my heart, the goals I
Participant 4 want to achieve.” (Sa akin kasi ni-take ko sya as light dahil alam
ko naman na nandyan ang Diyos. Alam ko, alam Niya yung
pagsisikap ko at yung nasa puso kong meron akong ambitions,
meron akong goals na gusto kong marating.)

This theme explores how individuals harness resilience, optimism, and inner strength to
confront life's challenges. It highlights the transformative power of resilience and
persistence, enabling individuals to bounce back from setbacks and stay focused on their
goals. Additionally, it delves into the influence of faith and positivity in providing individuals
with hope and a sense of purpose amidst adversity, emphasizing their role in shaping
outlook and experiences. Through resilience, persistence, faith, and positivity, individuals
can cultivate a mindset that enables them to navigate life's challenges with courage and
optimism, ultimately thriving in the face of adversity.

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Major Theme 8: Program Recommendations

Program Recommendations

Livelihood Support

“Livelihood support to ease the burden between work and study.”

Participant 1 (Livelihood with regards yung parang alam mo yung hindi ka na
mahihirapan between work and study.)

Participant 3 “Programs for orphaned individuals.” (Program para sa mga

naulila.)

Skill Development Programs

Participant 1 “Programs that add skills, like a one-week seminar.” (Mga program
na makakadagdag ng skills like kahit 1 week seminar.)

Financial Assistance

“Financial assistance for working students that doesn't require

Participant 1 grades.” (Financial assistance for working students na hindi nag
rerequire ng grades.)

Participant 3 “Financial support.” (Financial support.)

Scholarship

Participant 1 “More scholarships.” (More scholarship.)

“Scholarships, because besides those provided by the

government, there should be some specifically for individuals like
Ramil, perhaps for breadwinners, or at least provide them with
Participant 4 additional support, because honestly, it's very difficult.”
(Scholarships, kasi maliban sa binibigay ng government, na yung
mga katulad ni Ramil, sana meron din specifically for them, mga
breadwinner, or bigyan man lang sila ng karagdagan, kasi sa totoo
lang napakahirap.)

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Program recommendations present practical interventions to support female breadwinner
students, focusing on strategies to enhance livelihoods and personal growth. It includes
initiatives like livelihood support through resources and assistance for sustainable income
generation, such as microloans and vocational training. Skill development programs are
emphasized to empower individuals with new competencies, while financial assistance
programs, including scholarships, grants, and subsidies, alleviate the financial burden of
education and business ventures. These recommendations underscore the importance
of investing in initiatives that cater to diverse needs, ultimately creating pathways to socio-
economic advancement and empowering individuals to build better futures.

DISCUSSION

Major Theme 1: Resource-Balancing Struggles

Resource-Balancing Struggles investigates the intricate challenges individuals face when
managing various responsibilities, as highlighted in Kim and Chang's (2023) study on
female breadwinners navigating work and family demands. Wong and Wong's (2020)
longitudinal research underscores the pivotal role of effective time management in
alleviating these challenges, particularly among students, emphasizing its impact on
academic performance and overall well-being. Furthermore, The Herald's (2022)
examination sheds light on the financial dimension of these struggles, focusing on student
breadwinners' difficulties balancing work and education, with additional barriers faced by
those from marginalized backgrounds.

Major Theme 2: Interpersonal Turmoil

The studies in Interpersonal Turmoil are connected by their exploration of how
relationships affect individuals. Thompson and Davis (2017) show how family dynamics
influence student achievement, stressing the importance of familial support. Hernandez
and Gomez (2019) focus on students feeling disconnected from peers, emphasizing the
need for inclusive environments to enhance academic engagement and well-being. Both
highlight the significance of relationships in shaping educational experiences.

Major Theme 3: Multifaceted Role Challenges

Multifaceted Role Challenges explore diverse challenges individuals encounter within
various contexts. Johnson and Smith's (2022) study examines the economic impact of
female breadwinners, highlighting their contributions to household income and societal
trends. The concept of the tagasalo personality, as described by Urdabe (2001) and cited
in Perez (2022), underscores the familial reliance individuals experience, emphasizing
complex interpersonal dynamics within families. Additionally, Ceniza et al. (2017) delve
into the academic strain faced by Filipino students due to family obligations, revealing the
significant role families play in shaping educational experiences and emphasizing the
importance of cultural understanding in academic outcomes.

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Major Theme 4: Internal Conflict: Family Loyalty vs. Independence
This theme explores the internal conflict experienced by participants as they grapple with
fulfilling parental commitments while considering the possibility of abandoning family
support, highlighting the sacrifices made and the debates surrounding independence.
Their narratives reveal the intricate balance between familial loyalty and individual
autonomy, emphasizing the challenges of reconciling personal aspirations with familial
expectations. Drawing from Carandang's (2008) insights on family-oriented cultures, the
study sheds light on the complexities of managing diverse roles within the family unit,
stressing the importance of open communication and psychological support to navigate
these challenges. Smith and Davis's (2020) research further underscores the need for
interventions that empower individuals to navigate their roles while fostering personal
growth and autonomy, contributing to a deeper understanding of the psychological
dynamics within families.

Major Theme 5: Emotional Drains

Emotional Drains delves into the psychological toll experienced by individuals, particularly
female breadwinners, as they navigate the complexities of balancing work, family, and
societal expectations. Meisenbach's (2010) study highlights the conflicting emotions
faced by female breadwinners, emphasizing the emotional strain inherent in juggling
multiple roles. Jessica Guynn (2023) discusses the concept of the "second shift,"
revealing how increasing earnings among women often lead to additional household
duties and emotional exhaustion. Handog's (2022) article underscores the profound
emotional burden on breadwinners, emphasizing their struggles to balance providing for
their families with their own well-being and concerns about the future.

Major Theme 6: Early-life Experiences

Early-life Experiences examines how childhood responsibilities and cultural traditions
shape individuals. Borchet et al. (2021) highlight the Filipino tradition of assigning
household duties to children, instilling values of responsibility and discipline. Lopez and
Garcia (2018) explore the challenges faced by young breadwinners in Hispanic
households, revealing how early exposure to economic hardships shapes resilience and
responsibility. These studies reveal the complex interplay between early-life experiences,
cultural traditions, and life trajectories.

Major Theme 7: Enduring and Positive Mindset

Enduring and Positive Mindset explores the empowering qualities of resilience,
persistence, faith, and positivity, particularly among breadwinners. Johnson and Smith
(2019) highlight how breadwinners demonstrate strength by accepting difficulties,
remaining determined, and embracing adaptability with a growth mindset. Garcia and
Martinez's (2020) study emphasizes the role of faith and positivity in fostering optimism
among breadwinners facing financial strain. Together, these studies illustrate how
breadwinners navigate challenges with inner strength and optimism, ultimately sustaining
hope for a better future.
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Major Theme 8: Program Recommendations
The program recommendations for supporting female breadwinner students include early
intervention programs focusing on coping mechanisms, stress resilience, and positive
self-perception. Livelihood support programs offer direct financial aid, while skill
development initiatives enhance employability. Financial assistance like grants and
scholarships empower students to pursue education. Despite no specific studies
supporting these recommendations, they draw from established practices for supporting
students in similar circumstances.

Conclusions

1. The analysis of the lived experiences of female breadwinner students highlights the
participants' pronounced emphasis on their conflicting experiences. They grappled with
conflicting responsibilities, attempting to navigate the challenges of managing academic
studies and employment alongside their family obligations.
2. These challenges included juggling multiple responsibilities simultaneously and dealing
with conflicting emotions about their roles as breadwinner students and their
responsibilities at school, work, and home.
3. Furthermore, the researchers identified the presence of paradoxes within the
participants' responses and statements. It shows that their experiences were diverse,
showcasing different perspectives that transcend a simple categorization into purely
positive or negative outcomes. The findings revealed inherent contradictions within the
results, with some participants reporting positive outcomes from their experiences while
others faced discernible negative impacts. The differences in results make the study more
intriguing and complex.

Recommendations

1. For Breadwinner Students. They might consider seeking out mentorship programs that
pair students with successful professionals who can provide guidance, support, and
networking opportunities. Additionally, they may find value in exploring and joining
support networks, both online and offline, where they can share experiences, strategies,
and advice. Being part of a community can offer them emotional support and practical
insights, potentially reducing feelings of isolation.
2. For Parents. They might consider attending workshops or seminars that focus on
understanding and supporting breadwinner students. These events can provide valuable
information on navigating the unique challenges their daughters face and contribute to
fostering a more supportive home environment.
3. For the Society. They might consider raising awareness about the challenges faced by
female breadwinner students. Encouraging discussions in local forums, schools, and
community centers can promote understanding and empathy. Advocating for policies and

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programs that recognize and support the contributions of these individuals is a choice
that can positively impact society.
4. For the Community. Communities, based on the study findings, have the option to
develop programs tailored to the needs of breadwinner students. This may involve
creating mentorship initiatives, organizing financial supports, and hosting community
events that foster a sense of belonging. Establishing a supportive environment is a choice
that can benefit both individuals and the community as a whole.
5. For Researchers. They may find value to expand their knowledge about this study by
considering collaboration with experts from diverse fields. Engaging with professionals in
sociology, psychology, economics, and gender studies can bring varied perspectives to
the research. This collaborative approach offers the opportunity to explore a
comprehensive understanding of the challenges faced by female breadwinner students,
contributing to a richer and more nuanced body of knowledge.
6. For Future Researchers. They might consider building upon the findings of this study,
exploring specific aspects in greater detail or investigating related areas. This study
serves as a foundation, and the choice to delve into evolving dynamics, changing societal
attitudes, and emerging support systems for female breadwinner students can contribute
to the ongoing body of knowledge.

Compliance with Ethical Standards

The researchers distributed an informed consent form, ensuring that participants were
fully aware of the study's purpose, potential risks and benefits, and their rights as
participants. Alongside safeguarding confidentiality and privacy by protecting participant
anonymity, the study assured participants that any collected information would be kept
confidential and utilized exclusively for research purposes.

Moreover, these ethical measures aligned with and provided additional protection under
the Data Privacy Act of 2012. This legislation established standards for processing
personal information, emphasizing the importance of informed consent, data security, and
privacy rights. By adhering to the principles outlined in the Data Privacy Act, the
researchers demonstrated a commitment to legal and ethical standards in handling
participant data, thereby enhancing the overall integrity of the study. Participants could
take confidence in the fact that their rights and privacy were further safeguarded by the
provisions of the Data Privacy Act of 2012.

Acknowledgments

This research paper extends sincere gratitude to all those who contributed to its
completion. We express our heartfelt thanks to the Almighty for providing guidance and
strength throughout the research process, and we are deeply grateful to our families for
their unwavering support and encouragement. Special appreciation is extended to our
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research adviser for their expertise and guidance, and we also acknowledge the support
received from the academic institution. Our sincere thanks go to colleagues and peers for
their assistance and collaboration, and we are thankful to the participants for their
valuable contributions. Lastly, we extend our appreciation to everyone who played a part
in making this research possible.

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APA citation:

Hernandez, J. J., & Salvajan, A. J. H. (2024). THE BACKBONE OF THE FAMILY: A STUDY ON
TAGASALO PERSONALITY OF FEMALE BREADWINNER STUDENTS. Ignatian International
Journal for Multidisciplinary Research, 2(4), 449–477. https://doi.org/10.5281/zenodo.10963954

Corresponding author's email: salvajanapple@gmail.com

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