Teachers Assigned in Remote Schools: A Phenomenology

Abstract

This phenomenological study aimed to describe the lived experiences of teachers assigned in rural and remote schools in Pikit, North Cotabato. The researcher utilized a qualitative research design and applied a phenomenological approach. A total of 10 participants were chosen using a purposive sampling method. This study employed a validated interview guide to gather data through in-depth interviews. Recorded interviews were transcribed, coded, and sorted to identify themes. Based on the findings, it was revealed that the participants had faced challenges in teaching remotely, which are encompassed by the following themes: challenges in the delivery and instruction, understanding cultural upbringing, experiences with war and terrorism, inconvenient mode of transportation, difficulty in dealing with colleagues, and scarcity in basic needs. Their coping mechanisms include embodying values as a Teacher, cultural adaptation and Acceptance, and Being Innovative as a Teacher. Their insights to remote teaching include Passion and Dedication Keeps One Going, Acceptance and Resilience are Weapons, and, Understand and Help One Another. The findings contribute to our understanding of the experiences of teachers in adapting to remote teaching and far-flung communities and provide implications for policy on enhancing workplaces in remote schools, like building conducive to learning type of classrooms, promotion of cultural activities to consider diversity of culture, and a need for contextualization of lessons that are intended for the community's cultural practices.