Effects of Part-Time Jobs on the Academic Performance of Senior High School Students

This study examined the effects of part-time employment on the academic performance and personal well-being of selected Grade 11 and Grade 12 students from Cainta Senior High School, Taytay Senior High School, and Angono Integrated National High School under the Rizal Division. Using a descriptive-correlational research design, the study focused on students who were actively engaged in part-time work while enrolled during the School Year 2025–2026. A total of 349 valid responses were obtained through purposive sampling, ensuring that participants met the criteria of being employed while studying.The study analyzed students’ profiles in terms of age, sex, grade level, nature of work, working hours, and weekly income as independent variables, while the perceived effects of part-time employment—measured through class engagement, time management, task accomplishment, and learning outcomes—served as process variables. Academic performance, reflected in first and second quarter grades, was treated as the output variable, alongside the challenges encountered.Findings revealed that students perceived a high extent of effects of part-time employment (WM = 3.88), particularly in time management and learning outcomes. However, no significant differences were found when grouped according to profile variables (p > 0.05). Despite these perceived challenges, students maintained a “Very Satisfactory” level of academic performance (mean grades: 88.90 and 88.66). Furthermore, no significant relationship was found between perceived effects and academic performance, indicating that students were able to cope with dual responsibilities. Nonetheless, challenges such as lack of sleep and overlapping commitments were highly encountered.The study concludes that while part-time work significantly influences students’ academic experiences, it does not necessarily hinder their academic achievement. The findings highlight the resilience of working students and underscore the need for institutional support systems to promote balance between work and academic responsibilities