BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS

BAIBON A. TUTIN; Husna T. Lumapenet

BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS

May 2025

Vol-11, Issue-3

Paper ID: 26452

ISSN: 2395-4396

Downloads: 0

Abstract & Details

Research Area

Educational Management

Keywords

Teacher Support Systems Access Barriers School-Based Programs Teacher Well-Being Institutional Support Public School Teachers Qualitative Study North Cotabato Educational Challenges Phenomenological Research

Abstract

This qualitative study explored the barriers faced by teachers in accessing and utilizing school-based support systems in the Municipality of Matalam, North Cotabato. Using a phenomenological approach, the study aimed to understand the lived experiences of ten public school teachers who have encountered challenges despite the availability of institutional support. Data were collected through semi-structured interviews and analyzed thematically following Braun and Clarke’s framework. The findings revealed several recurring barriers, including limited awareness of available support programs, lack of time due to workload demands, perceived irrelevance of support services, insufficient administrative backing, and resource constraints typical of rural school settings. These barriers often led to underutilization or avoidance of support structures, contributing to teacher stress and reduced job satisfaction. The study highlights the urgent need for responsive, well-communicated, and contextually appropriate support systems, and it calls for collaborative efforts among school leaders, policymakers, and educators to bridge the gap between available support and actual teacher needs.

License

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Author Information

#	Name	Institute / Affiliation
1	BAIBON A. TUTIN	Department of Education
2	Husna T. Lumapenet	Cotabato Foundation College of Science and Technology, Doroluman, Arakan, Cotabato, Philippines

How to Cite

Use the following formats to cite this article in your research.

APA Style

TUTIN, BAIBON A. & Lumapenet, Husna T. (2025). BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS. International Journal of Advance Research and Innovative Ideas In Education, 11(3), 255-258.

MLA Style

TUTIN, BAIBON A., and Husna T. Lumapenet. "BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS." International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 3, 2025, pp. 255-258.

IEEE Style

BAIBON A. TUTIN and Husna T. Lumapenet, "BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS," International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 3, pp. 255-258, 2025.

Vancouver Style

TUTIN BAIBON A., Lumapenet Husna T.. BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS. International Journal of Advance Research and Innovative Ideas In Education. 2025;11(3):255-258.

Harvard Style

TUTIN, BAIBON A. & Lumapenet, Husna T. (2025) 'BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS', International Journal of Advance Research and Innovative Ideas In Education, 11(3), pp. 255-258.

Chicago Style

TUTIN, BAIBON A. and Husna T. Lumapenet. "BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS." International Journal of Advance Research and Innovative Ideas In Education 11, no. 3 (2025): 255-258.

Turabian Style

TUTIN, BAIBON A. and Husna T. Lumapenet. "BARRIERS TO ACCESS: EXPLORING TEACHERS’ CHALLENGES IN UTILIZING SCHOOL-BASED SUPPORT SYSTEMS." International Journal of Advance Research and Innovative Ideas In Education 11, no. 3 (2025): 255-258.