TEACHING SCIENCE AMID SCARCITY: THE LIVED EXPERIENCES OF ELEMENTARY TEACHERS IN RESOURCE-LIMITED SCHOOLS

Education

This study explored the lived experiences, strategies, challenges, coping mechanisms, and insights of elementary science teachers in resource-limited schools in the Division of Agusan del Sur. Using a qualitative phenomenological design, the research examined how teachers deliver science instruction despite constraints in laboratory equipment, classroom space, internet connectivity, and multiple curriculum demands. Eight purposively selected science teachers participated in in-depth interviews, providing rich accounts of how limited resources shape teaching practices and learner engagement in science education. Findings revealed that teaching science in resource-limited contexts is both challenging and meaningful. Teachers reported difficulties in achieving learning targets, sustaining learner motivation, conducting hands-on activities, and managing lessons across different grade levels. Infrastructure-related problems such as limited classroom space and unstable internet connection further affected instruction. Despite these challenges, teachers employed various strategies such as contextualization, improvisation using local materials, use of visual and digital aids, collaborative learning, and flexible pedagogical approaches to sustain student interest and engagement in science learning. The study also found that teachers developed innovation, creativity, resilience, patience, and resourcefulness through their experiences in constrained environments. They maintained motivation by focusing on learners’ success, celebrating small achievements, and reflecting on meaningful teaching experiences. Support from colleagues, school leaders, and community stakeholders further strengthened their instructional effectiveness. Overall, the findings highlight the vital role of science teachers in ensuring quality learning despite resource limitations and emphasize the need for sustained support, training, and improved infrastructure to enhance science education in under-resourced schools.

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