BRIDGING THE GAP: STORIES OF TEACHERS IN LAST MILE SCHOOLS ON CLASSROOM INSTRUCTION

Education

The purpose of this research was to explore and understand the lived experiences, motivations, coping mechanisms, and insights of teachers assigned to last mile schools in Mabini District, Davao de Oro. Using a phenomenological approach, in-depth interviews with six public school teachers were conducted to examine key themes related to instructional challenges, leadership development, motivation, community partnerships, and support needs. Findings revealed that teachers demonstrated deep commitment, adaptability, and compassion despite persistent challenges such as lack of materials, infrastructure limitations, and absence of training. Participants highlighted the importance of collaboration, contextualized teaching, emotional resilience, and community engagement in sustaining their work. Their stories underscored the transformative nature of teaching in remote areas, where they emerged not only as educators but also as leaders, innovators, and advocates for learner equity. The study also pointed to the need for institutionalized support systems, improved resource allocation, structured recognition, and well-being programs to ensure long-term teacher motivation and learner success in underserved contexts. Recommendations focused on strengthening multi-stakeholder collaboration, contextualized professional development, and policy integration that reflects the realities of last mile education in the Philippines. The study affirmed the vital role of last mile teachers as change agents in bridging educational gaps and shaping inclusive, values-driven learning environments.

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