PASSION IN TEACHING: NARRATIVES OF EDUCATORS ASSIGNED IN FAR FLUNG AREAS

EDUCATION

This study explored the lived experiences of teachers assigned in far-flung areas, focusing on the challenges they encountered, the motivations that sustained their passion for teaching, the coping mechanisms they developed, and the hopes and aspirations that guided their service despite difficult conditions. Anchored on a phenomenological research design, the study sought to understand how teachers made meaning of their daily realities while navigating environmental hardships, emotional strains, and professional demands in remote and underserved communities. Data were gathered through in-depth semi-structured interviews with selected teacher-participants from Masabong Elementary School, Sta. Rosa Elementary School, and Jose T. Cuyos Sr. II Integrated School. Participants were chosen through purposive sampling, ensuring that they had at least three years of teaching experience in remote school settings. Thematic analysis revealed several recurring experiences, including long and unsafe travel, inadequate school resources, poor communication networks, learner absenteeism due to socio-economic factors, and the emotional weight of isolation. Despite these challenges, teachers remained anchored by their passion for teaching, love for their learners, sense of purpose, and faith in the transformative power of education. Findings also highlighted various coping mechanisms employed by teachers such as strengthening faith, building supportive peer relationships, self-motivation, and reframing challenges as opportunities for service. Their hopes centered on improved school support, safer infrastructure, access to learning materials, and better welfare programs for teachers assigned in geographically isolated areas. Based on the narratives, this study underscores the vital need for strengthened institutional support from DepEd, LGUs, and school leadership. Interventions may include enhanced logistical assistance, improved teacher welfare systems, mental health support, and context-responsive professional development programs.

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