Reaching the Unreached: Exploring the Commitment of Public-School Teachers in the Far-Flung Areas

Education

The aim of this study was to explore the commitments and find out the motivations, experiences, challenges, coping mechanisms and insights of the eight public school teachers from Manurigao Integrated School, Cagan National High School, and Pongpong Integrated School in New Bataan District Davao de Oro for school year 2024-2025. The study utilized a phenomenological qualitative research design with eight public school teachers assigned in the aforementioned far-flung school through purposive sampling. The results of the interview were transcribed, translated and coded to produce themes. The study revealed that there are 13 structured themes gathered: Experiences in Teaching in Far-Flung Areas, Some Unique Scenarios Encountered while Teaching in Remote Area, Aspects of Current Far-flung School and Community that Made to Stay, Specific Motivations that Drive to Teach in Far-Flung School, Ways of Community Support and Engagement that Contribute to Teacher’s Motivation in Far-Flung Areas, Most Effective Financial Incentives in Motivating Teacher’s Commitment in Far-flung Areas, Motivation Had Influenced Teachers’ Commitment to Teaching in Far-flung Areas, Specific Challenges Encountered While Teaching in Far-flung Areas, Describing the Time that Successfully Overcame the Challenge Encountered when Teaching in Far-flung School, Specific Coping Mechanisms Employed to Address the Challenges, Specific Example that Transformed an Everyday Local Item into an Effective Teaching Aid or Learning Activity that Significantly Benefited the Students, Insights that would Inspire Other Teachers who are not Resilient in Facing Challenges in Teaching in Far-flung Areas, and Ways of Professional and Personal Growth Intersect with the Challenges of Teaching in Remote Areas.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.