SURVIVING THE TRAILS: TEACHERS’ LIVED EXPERIENCES IN REMOTE AREAS: A QUALITATIVE STUDY

Abstract

This qualitative phenomenological study explored the lived experiences of teachers assigned in remote areas of M’lang, Cotabato Province, focusing on the challenges they faced, the coping strategies they employed, and the support they needed to enhance their teaching experience and professional well-being. Guided by in-depth interviews and focus group discussions with fifteen participants, the study sought to capture the personal, professional, and contextual realities shaping teachers’ work in geographically isolated schools. The phenomenological approach allowed the researcher to uncover the essence of teachers’ day-to-day encounters, generating thematic insights grounded in their narratives. Findings revealed that teachers encountered significant challenges rooted in geographical isolation, inadequate infrastructure, limited access to teaching resources, professional isolation, and emotional strain. Long travel hours, unsafe road conditions, weak internet connectivity, and lack of materials created persistent barriers to effective teaching. Emotional challenges such as loneliness, stress, fatigue, and prolonged separation from family further intensified the difficulties experienced. Despite these constraints, teachers demonstrated resilience through instructional improvisation, community partnerships, collegial support, personal faith, and adaptive digital strategies. These coping mechanisms helped sustain motivation and instructional continuity even in difficult working conditions.The study also revealed that teachers urgently needed improved infrastructure, adequate learning materials, accessible professional development, financial incentives, and supportive leadership to enhance their well-being and effectiveness. Teachers emphasized the role of multi-sector collaboration involving DepEd, LGUs, and local communities in addressing resource gaps and strengthening school environments. The study’s implications highlight the need for targeted policy interventions that prioritize remote schools, strengthen community-based educational support systems, and expand teacher welfare programs. Directions for future research include examining long-term psychological impacts of remote teaching, evaluating localized professional development models, and conducting comparative studies across districts to deepen understanding of remote teaching contexts.