Stories of Elementary Teachers Assigned in Remote Schools
DOI:
https://doi.org/10.55927/eajmr.v5i6.108Keywords:
Remote School Experiences, Elementary Teachers, Challenges in Remote Teaching, Coping Strategies, Isolated AreasAbstract
This phenomenological study explored the lived experiences of elementary teachers assigned to remote schools in Eastern Samar. Using purposive sampling, four teachers with firsthand experience in geographically isolated areas participated in semi-structured, in-depth interviews. Data were analyzed through Braun and Clarke’s thematic analysis framework to identify recurring patterns and meanings within participants’ narratives. Findings revealed that teachers encountered significant challenges, including limited resources, difficult transportation, and inadequate infrastructure. Despite these obstacles, participants demonstrated resilience through adaptive teaching strategies, strong commitment to their profession, and effective coping mechanisms. Support from communities, colleagues, and personal motivation played a vital role in sustaining their well-being and teaching effectiveness. The study highlights the need for strengthened institutional support and targeted interventions to improve educational outcomes in remote school environments.
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