Constructing the Self in the Midst of Responsibility and Challenges: Narratives of Filipino Generation Z Breadwinners

Authors

  • Kathlynn Keith J. Abaquita College Wellness and Testing Center, Ateneo de Davao University, Jacinto Street, Barangay 28-C, Davao City, Davao del Sur 8000
  • Henry E. Lemana II Research Center for Language Teaching and Learning, Walailak University 222 Thaiburi, Thasala District, Nakhon Si Thammarat 80161
  • Wong Wei Lun Faculty of Education, Universiti Kebangsaan Malaysia, Jalan Temuan, 43600 Bangi, Selangor
  • Mildred F. Accad Graduate School, Sultan Kudarat State University, EJC Montilla, Tacurong, Sultan Kudarat 9800
  • Don T. Cahilog Guidance Office, Merchant Marine Academy of Caraga Inc., Montilla Blvd., Barangay Ong Yui, Butuan City 8600
  • Roxan T. Sarmiento College of Teacher Education, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300

DOI:

https://doi.org/10.15503/jecs2026.1.245.265

Keywords:

Generation Z breadwinners, resilience, identity negotiation, socio-emotional challenges, lived narratives

Abstract

Aim. This study explores the lived narratives of Generation Z Filipinos who serve as primary breadwinners, with a focus on how they construct and negotiate their identity, relationships, and aspirations amid socio-emotional challenges.

Methods. Using a narrative inquiry approach, three participants were purposively selected and interviewed to capture their complex experiences.

Results. Through cross-theme analysis, three central themes emerged: premature adulthood and unchosen responsibility, emotional labour and the invisibility of struggle, and hope-driven resilience and moral consciousness. These themes reflect a reality where participants were thrust into adult roles due to familial crises such as poverty, illness, or abandonment. Despite emotional strain and invisible burdens, they sustained themselves through hope and a strong sense of moral duty.

Conclusions. This study concludes that adversity among Generation Z Filipino breadwinners initiates dynamic processes of reintegration, often leading to the emergence of ethical agency and strengthened identity. The findings highlight the imperative for educational institutions and social systems to acknowledge the diverse and non-linear developmental trajectories of youth who assume adult responsibilities prematurely. Moreover, the study advocates for more inclusive and responsive psychosocial support structures, as well as expanded conceptualisations of youth development that account for the complexities of their lived realities.

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Author Biographies

  • Kathlynn Keith J. Abaquita, College Wellness and Testing Center, Ateneo de Davao University, Jacinto Street, Barangay 28-C, Davao City, Davao del Sur 8000

    Director of the College Wellness and Testing Center at Ateneo de Davao University in Davao City, Philippines, where she leads initiatives on student well-being, resilience, and mental health support. She also serves as a college guidance counselor and moderator of the Peer Consulting Program, advocating for mental health awareness and help-seeking behaviors within the academic community. Her professional credentials include Registered Psychologist, Registered Guidance Counselor, Psychometrician, Certified Human Resource Associate, and Certified Clinical Trauma Specialist-Individual. She holds a degree in Psychology from Holy Cross of Davao College and advanced qualifications in guidance, counseling, and clinical psychology, and conducts workshops and programs related to wellness and psychosocial support.

  • Henry E. Lemana II, Research Center for Language Teaching and Learning, Walailak University 222 Thaiburi, Thasala District, Nakhon Si Thammarat 80161

    A researcher at the Research Center for Language Teaching and Learning and a lecturer at the School of Languages and General Education, Walailak University, Thailand. He is a part-time faculty member at the University of the Immaculate Conception, Philippines. He holds a PhD in Applied Linguistics and is pursuing a Doctor of Education in Educational Management and Leadership. A Senior Member of the Royal Institute of Educators and a Fellow of the Higher Education Academy, Dr. Lemana serves as an editor and peer reviewer for Scopus- and Web of Science-indexed journals. He has published papers on educational leadership, higher education internationalization, and AI in education.

  • Wong Wei Lun, Faculty of Education, Universiti Kebangsaan Malaysia, Jalan Temuan, 43600 Bangi, Selangor

    Senior lecturer in the Faculty of Education at The National University of Malaysia. His research specialisations encompass Teaching English as a Second Language (TESL), corpus linguistics, applied linguistics, and educational research.

  • Mildred F. Accad, Graduate School, Sultan Kudarat State University, EJC Montilla, Tacurong, Sultan Kudarat 9800

    Professor VI at Sultan Kudarat State University, Tacurong City. She is an accredited author and illustrator of 14 books in qualitative research, teacher education, and culture and arts. With 27 years of experience in public higher education, she has institutionalized several academic programs and initiatives. Her recognitions include Most Outstanding Leader and Researcher in Higher Education (Sydney, 2024), Outstanding Teacher (2017), and Most Outstanding Woman Inventor (2005). She serves as an international journal peer reviewer and has published and presented research across Asia, Australia, and North America.

  • Don T. Cahilog, Guidance Office, Merchant Marine Academy of Caraga Inc., Montilla Blvd., Barangay Ong Yui, Butuan City 8600

    Registered Guidance Counselor and Registered Midwife currently serving at the Merchant Marine Academy of Caraga, Inc. He has held leadership roles including Dean of the College of Midwifery and Director of Student Affairs and Services. He holds an MA in Guidance and Counseling from Father Saturnino Urios University and is pursuing a PhD in Education (Counseling) at the University of the Immaculate Conception. His research interests include student development, mental health, counseling, and educational management.

  • Roxan T. Sarmiento, College of Teacher Education, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300

    Registered Guidance Counselor and college instructor at the College of Teacher Education and Head of the Values Formation Office at North Eastern Mindanao State University–Tandag Campus, Philippines. She holds an MA in Education (Guidance and Counseling) from Caraga State University and is currently pursuing a PhD in Education (Counseling) at the University of the Immaculate Conception. Her research interests include student well-being, mental health, values formation, and educational leadership, and she leads institution-wide initiatives promoting holistic student development.

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Published

2026-06-27

Issue

Vol. 17 No. 1 (2026): Journal of Education Culture and Society

Section

TRANSGRESSION

License

Copyright (c) 2026 Kathlynn Keith J. Abaquita, Henry E. Lemana II, Wong Wei Lun, Mildred F. Accad, Don T. Cahilog, Roxan T. Sarmiento

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How to Cite

Abaquita, K. K. J. ., Lemana, H. I., Wei Lun, W. ., Accad, M. F. ., Cahilog, D. T. ., & Sarmiento, R. T. . (2026). Constructing the Self in the Midst of Responsibility and Challenges: Narratives of Filipino Generation Z Breadwinners. Journal of Education Culture and Society, 17(1), 245-265. https://doi.org/10.15503/jecs2026.1.245.265