Experiences of Teachers Teaching in Far-Flung Areas of Division of Davao Del Norte: A Phenomenological Study

Abstract

The lived experiences of teachers in remote parts of the Philippines’ Davao Del Norte Division are examined in this phenomenological study. This study used the phenomenological qualitative method to describe the experiences of teachers in remote places in order to learn about their lived experiences, obstacles, and coping mechanisms. In this study, three key themes emerge from teacher interviews conducted in Talaingod, Langilan, and Kapalong West districts: teachers’ unique experiences in distant areas, their coping strategies, and the perceptive observations they provide about their positions. The results show that teachers deal with different challenges, including poor resources, armed organizations, and social isolation in addition to language hurdles and logistical challenges. Teachers show resiliency in the face of these difficulties by employing the community’s and their coworkers’ support, modifying their pedagogical approaches, and harnessing repurposed resources and community initiatives to upgrade school infrastructure. To support teachers and students in remote places, the study emphasizes the significance of hiring local teachers, improving infrastructure, and advancing technology. To improve the quality of education in remote areas, it is advised to set up mentorship programs, guarantee the safety of teachers, expand resources, and offer linguistic and cultural training. This study adds to our understanding of how rural education affects teachers and provides useful information for practice and policy in related settings.