Abstract
This study explores the multifaceted barriers postgraduate teachers face using exploratory sequential design. The thematic analysis revealed eight themes: Time Commitment and Management, Financial Strategies, Stress and Anxiety, Academic Pressure and Unpreparedness, Financial Constraints Unequitable Time Management, Financial Support for Teachers, Support and Reimbursement. Exploratory factor analysis (EFA) reconstructed these into four main scales: surpassing academic obstacles, balancing professional growth, assessing support framework, and overcoming academic solitude. The study highlighted the critical need for educational institutions to systematically address these barriers. The findings suggest that interventions should focus on creating flexible learning environments, enhancing financial support mechanisms, and fostering strong support networks to reduce the feeling of isolation that teachers often feel outside of class. Furthermore, the high-reliability scores on the scale confirm the robustness of the instrument in measuring perceived barriers, making it a valuable tool for academic research and practical applications in educational settings. In conclusion, educational institutions must unite to implement targeted support strategies to overcome barriers to postgraduate learning for teachers. Suggestions include more flexible program options, increased financial aid, and an educational sponsor.