Education is an important aspect of a country’s development, and the quality of education is shaped by the teachers involved in it (Luluk & Aprillia, 2024). Professional and qualified teachers are important in building an education system (Dirsa et al.; 2022). However, teachers around the world who teach in remote schools experience professional isolation (Trikoilis & Papasnastasiou, 2021).
According to Nawi and Muhmad Nor (2023), the teachers face challenges that affect their effectiveness and well-being. Limited resources, including lack of instructional materials and technological tools that makes it difficult to provide quality education. Moreover, workloads increase while access to professional development is limited. The lack of institutional support further hinders teacher’s professional growth (Aquino, 2019). The absence of continuous professional growth opportunities may lead to reduced job satisfaction and affect teacher’s well-being (Orale & Quejada, 2018). Furthermore, the lack of important materials hinders effective teaching (Morallo & Abay, 2019). Teaching in remote schools requires a teacher who are patient, determined and have passion about their work. Improving the resource allocation, providing support and prioritizing the teacher’s well-being are important (Shikalepo, 2020).
Although previous studies have explored the common challenges faced by teachers in remote schools, few have focused on the personal stories and lived experiences of elementary teachers particularly on how remote teaching influence their motivation, job satisfaction, and instructional practices. Exploring these narratives is important to understand the realities of teaching in remote areas and identify strategies and support systems that can improve their well- being, professional growth and effectiveness in teaching.
Teachers play very important roles not only in students’ lives but also in society in general. Accordingly, they are assets of the community, as they serve as living catalysts who uphold values, instill dignity, develop integrity, and protect every individual’s right to education (Macdonald & Weller, 2017). As stipulated in R.A. 4670 or the Magna Carta for Public School Teachers, public school teachers in the Philippines are mandated to devote actual workdays to instructional and related tasks (Llego, 2019). In many instances, teachers exert not only time but also significant personal sacrifices to fulfill their commitment to delivering learning. Teachers in the Philippines are often described as “overworked due to the multitude of responsibilities and roles” assigned to them (David, Alber, & Vizmanos, 2019).
According to Barcena (2018), it is very challenging for teachers to be assigned to rural areas because they have to endure a range of uncomfortable means of transportation, such as "large jeepneys," "habal-habals," and even riding horses and walking for extended distances to get to their station. Furthermore, several teachers go above and beyond just to teach students in remote areas in Samar, with some of them having to cross rivers, climb mountains, and walk for hours to reach the school (Aquino, 2019). Regarding technology use, the adoption of digital educational resources among teachers has been found to depend largely on attitudes, knowledge, skills, support conditions, age, and teaching experience. However, factors such as intention to use, self-efficacy, and subjective norms did not significantly account for variations in digital resource utilization in rural school contexts (Wang et al., 2019).
According to Leocadio (2023), another measure to support teachers in rural areas is the provision of adequate training and support for teachers in remote areas. Some teachers undergo specialized training to address the unique challenges they face in their classrooms. Mentorship programs and other forms of support provided by the Office of the Curriculum Implementation Division can help them cope with the isolation and stress of their work. Distant schools in the Philippines face a shortage of teaching resources, posing challenges for educators in delivering quality basic education. The conditions in isolated schools require dedicated teachers committed to providing exceptional services to the community (SunStar Pampanga, 2017, as cited in International Journal of Research and Innovation in Social Science, 2024). Teaching experiences are not one-size-fits-all; instead, every teacher faces unique challenges that must be overcome to provide pupils with a well-rounded education. Experience is essential in day-to-day life. As Algones et al. (2024) emphasized, education has long been considered one of the most powerful instruments for improving the world.
Professional isolation significantly affects both teaching quality and the well- being of teachers in geographically remote areas. In a study of 53 educators in Vietnam’s northern mountainous regions, Nguyen and Hall (2024) found that teachers in high-need and remote areas encounter persistent challenges that hinder their resilience and professional development. Trikoilis and Papanastasiou (2021) further emphasized that the professional development of teachers in remote areas is impacted by time constraints, limiting their participation in action research. Their study suggests that restructuring school schedules to allocate time for research activities, for both teachers and students, is essential. Additionally, they recommend redesigning teachers' responsibilities and hiring assistant staff to alleviate time burdens, which would encourage engagement in educational research. Distance education research programs, focusing on enhancing research knowledge and skills, could mitigate the effects of professional isolation, improving teachers' research self-efficacy.
Teacher isolation has a big impact, it influences not only personal well-being but also the teaching quality, the school culture, and the student development (Lin, 2024). Teacher isolation is shaped by many factors such as school organization, educational reform, their personal characteristics, professional development opportunities and social support, all of which interact to determine the level to which isolation is experienced by teachers. These factors shape the teachers experience of isolation that not only limits their professional growth but also weakens teamwork and the sense of unity in school. At the school level, isolation can be addressed by creating collaborative school cultures, mentorship from the experienced teachers and peer exchange. At the individual level, teachers can improve their professional growth by actively participating in school activities and learning from colleagues and mentors in improving both job satisfaction and the effectiveness in teaching. Patrick and Guthrie (2020) studied the experiences of professional isolated teachers in Tennessee’s rural school and find out that the limited access to collaborative professional learning is affected on the teacher’s instructional improvement and career decisions. The result suggested that isolation can hinder both the teacher retention and quality of teaching, as teachers in remote areas they face lack limited interaction with their peers and sometimes progress. This supports the importance of knowing how professional isolation can affect not just their teaching practices but also in overall competence of teachers in the remote schools.
Alegre and Labajo (2023) explored on the psychological impacts of work stress in Barobo, Surigao del Sur of public elementary teachers. Their findings show a significant positive correlation between their well-being and work stress, which means that teachers may experience of work stress but with the help of well good relationship they can have a positive outlook. Bissessar (2022) highlighted the other aspect of isolation of teacher, it noticed that lack of cooperation and mentorship opportunity foster the feelings of disconnection and hinder the professional development. Therefore, with the lack of support it worsens the isolation faces by the teachers in the remote schools that makes it hard for them to develop professionally. Furthermore, the study by Duran ae at. (2024) highlighted the importance of the teachers’ conditions in workplace. By improving the working atmosphere, schools can positively influence the satisfaction of teachers, that can enhance their teaching instruction. In remote schools, Ucag et al. (2024) conducted a narrative analysis of the teachers being assigned to remote schools on Negros Island, Philippines. Their study highlighted challenges such as problems in transportation, lack of supply in resources and emotional problem caused by being away from loved ones. But despite these problems, the teachers show strength and adaptability. Based from the findings, it calls for the implementation of policies that support them and provisions in helping them overcome those challenges.
Francisco et al. (2020) investigated the specific challenges faced by teachers in island schools, where the isolation and environment condition make their work complicated. These challenges include limited infrastructure, natural disaster, and the economic problem in that community. Their study identifies many coping mechanisms that teachers can employ to fight these challenges, such as using limited resources creatively, forming a collaboration with the communities. The study also emphasizes the importance of having programs that address the specific needs of teachers in remote schools. In line with this, Galut (2025) found that the challenges in teaching remote schools also make the teachers have a sense of fulfillment. His study shows that the role of having a support, can help lessen the struggles faced by teachers in remote schools. He emphasized that despite the hardships, the teacher’s passion and dedication highlight the need for consistent institutional support to improve their professional and personal lives.
Caraan et al. (2022) suggested that DepEd should organize a symposium for taechers about their mental health. This symposium should also offer emotional support so that teachers who lack of skill in technology will undergo a training to help develop their skills. Strengthening collaboration and teamwork among teachers is also important to maintain the positive relationship. Javilla and Fabella (2019) described that teaching in remote school is an experience that impacts the teachers lives. Their study shows that teachers in these schools develop strong resilience and coping mechanisms often forming deep connections with their colleagues and communities. Despite the challenges, these teachers remain committed to their profession. Lastly, Quino and Villocino (2024) explored the status and experiences of teachers working in remote schools. They emphasized the burden of work and financial support. Their findings suggested that with additional resources and support, teachers in remote schools would be more motivated. This also demonstrates the deep level of dedication and commitment that teachers invest in their work even though is is sometimes challenging.
This study employed a qualitative research approach using a phenomenological design to explore the lived experiences of teachers assigned to remote schools in Eastern Samar. Participants were selected through purposive sampling based on their teaching experience and direct exposure to remote school settings. Data were collected through semi-structured, in-depth interviews that examined teachers’ backgrounds, challenges, instructional practices, motivation, coping strategies, and recommendations. The collected data were analyzed using Braun and Clarke’s six-step thematic analysis, including data familiarization, coding, theme development, theme review, theme definition, and report writing. To ensure the validity and trustworthiness of the findings, member checking was conducted, while ethical standards were maintained through informed consent, confidentiality, secure data management, and adherence to the principles of credibility, transferability, dependability, and confirmability.
Teaching in remote schools presented a combination of opportunities and challenges.
The teachers' experiences show how they navigated daily routines, lack of resources and impactful professional experiences that shaped their perspectives.
Research consistently emphasized the additional demands and support on teachers in isolated schools and being resilient is important in managing these situations.
The teachers described their normal day as starting early in preparing their lessons, organizing the classrooms, and attending to students individual learning needs.
Many emphasized the need to adapt their routines due to limited resources and classrooms in the multigrade.
These finding shows that teachers in remote areas had to develop routines that that can be changed easily when needed to respond the different needs of the students.
This aligned with Leach and Bradbury (2025), who emphasized that teachers in rural and remote school frequently managed multi-level classrooms and limited specialist support.
It suggests that teachers need to have a training in adaptive classroom management and multigrade instruction to better prepare the teachers in their teaching.
Participants consistently reported challenges related to not enough materials, limited technology, and difficult transportation, it affects the instructional quality and student engagement.
These challenges agree with past research that teachers in far areas face problems with not enough resources and hard access to resources or connectivity.
Poor facilities not only made the teaching difficult, it also affects the students learning outcomes and engagement.
Policymakers and school administrator must prioritize resource allocation, like teaching materials, digital tools and support in terms of transportation to improve educational fairness in remote areas.
Teachers shared meaningful experiences that encourage them to teaching, often emphasizing student resilience and community support.
These life-changing experience showed that teacher motivation and professional identity were strengthened through meaningful student interactions, even under challenging conditions.
This finding matched with Galut (2025), who says that community connection and culturally responsive teaching-maintained teacher commitment in remote schools.
Encouraging strong community ties and recognizing teacher achievements can enhance moral retention.
Based on the findings, the studied concluded that teaching in remote schools is both challenging and professionally enriching. Teachers must be highly adaptable and resilient to manage multi-grade classrooms, limited resources, and logistical difficulties. Positive experiences, such as student achievements and community support, are important for sustaining teacher motivation. Effective coping strategies combine personal discipline and flexibility with social support networks, emphasizing the importance of professional and community backing. Finally, institutional interventions, such as improved resources, connectivity, and training, are essential to enhance teaching conditions and promote teacher retention in remote areas.
Positive experiences, such as student achievements and community support, are important for sustaining teacher motivation.
Effective coping strategies combine personal discipline and flexibility with social support networks, emphasizing the importance of professional and community backing.
Finally, institutional interventions, such as improved resources, connectivity, and training, are essential to enhance teaching conditions and promote teacher retention in remote areas.
Based on the study's findings and conclusions, the researchers propose the following recommendations:
1. Provide complete and contextualized learning materials for multi-grade instruction to lessen teachers' workload and make sure the appropriate resources for learning.
2. Improve internet access and provide basic digital tools so teachers can access resources, communicate, and participate in required online tasks.
3. Strengthen transportation and practical support for teachers assigned in remote areas to make sure that they are safe and consistent travel to and from school.
4. Implement continuous professional development focused on multi-grade and remote instruction to enhance teachers' competence and confidence in handling different learning needs.
5. Establish structured teacher support and well-being programs to help teachers manage stress, sustain motivation, and cope with the challenges in teaching to the remote school areas.
6. Strengthen community-school partnerships to support teachers in instructional delivery and encourage responsibility in learning outcomes of students.