Teachers Assigned in Remote Schools: A Phenomenology
DOI:
https://doi.org/10.64612/ijiv.v1i6.77Keywords:
education, social studies, lived experience, phenomenological study, teachersAbstract
Teachers who work in schools that are far away or have been affected by war are very important in making sure that students from disadvantaged groups can go to school. However, they have to deal with constant problems that affect both the quality of their lessons and their health. This study looked at the real-life experiences of public-school teachers in North Cotabato's town of Pikit who were sent to schools that were far away. Ten teachers were chosen at random to take part in in-depth, semi-structured talks. To get to the heart of their feelings, data were studied using Moustakas' phenomenological method. Findings showed that many problems were linked, such as not having enough teaching materials and facilities, unsafe or inconvenient transportation, not having enough access to basic services like electricity, water, and the internet, problems with community and culture, problems with relationships and leadership, and being exposed to armed conflict, which made fear, stress, and emotional exhaustion worse. Even though these things were happening, teachers showed they were strong by using coping techniques based on professional values, cultural adaptability, creativity, and a strong dedication to their students. The study's conclusion is that teachers can keep going in tough situations because they are resilient as individuals, but that remote education needs structural and policy-level changes to get better over time. Strengthened facilities, better safety and mental health support for teachers, professional development that takes culture into account, helpful school leadership, and better application of incentive and localization policies are some of these. The results add to the small body of research that has been done on education in the Philippines, which is influenced by violence and rural areas.
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