FACING ADVERSITY: THE EXPERIENCES OF PUBLIC-SCHOOL TEACHERS IN DISASTER-PRONE AREAS

Education

This study aimed to explore and understand the lived experiences, challenges, coping mechanisms, and insights of public-school teachers assigned in disaster-prone areas of Davao de Oro. Using a phenomenological design, the research focused on how teachers ensured student safety, maintained instructional continuity, and coped with the psychological and logistical demands brought by recurring disasters. In-depth interviews with selected participants revealed that their daily teaching realities were filled with both hardship and resilience. Teachers faced difficulties such as damaged school facilities, lack of teaching materials, poor communication networks, and unsafe travel conditions. Despite these adversities, they demonstrated strong commitment to their learners by ensuring safety, adapting instructional delivery, and coordinating with local communities for continued learning. The findings further revealed that teachers developed emotional strength, adaptability, and leadership through faith, acceptance, and optimism. They also relied on community-based cooperation and departmental support to sustain their teaching efforts during crises. Over time, these experiences shaped their preparedness, improved their presence of mind, and deepened their sense of professional responsibility. The participants emphasized the importance of continuous disaster-preparedness training, improved logistical support, and stronger collaboration between schools and local authorities. The study calls for action from DepEd officials, school leaders, and local government units to institutionalize disaster-readiness programs, provide adequate resources, and strengthen psychosocial support for teachers in high-risk areas. These measures are vital to ensure the safety of both educators and learners while fostering resilience and continuity in education amid disasters.

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