Navigating Educational Frontiers: Unweaving the Challenges Faced by Teachers in Far-flung Schools on Negros Island
Marnelle Ucag | Erlinda Gerodias | Ali Flor Medel | Jinky Chua
Discipline: Teacher Training
Abstract:
This narrative analysis study aimed to determine the challenges encountered by ten (10) teachers assigned to far-flung
schools, how they cope with those challenges and their realizations. The participants were assigned to the far-flung
schools in the two (2) divisions of Negros Island. The data collection was done through an in-depth guided interview
using a written interview form. Participants were identified using purposive sampling and guided by the following
criteria: (a) teachers assigned to far-flung schools; (b) being able to share their challenges encountered as conversation
partners; and (c) being willing to discuss their challenges and experiences as teachers in far-flung schools. The
personal narrative experiences of the teachers were grouped into three (3) general codes: (1) “Navigating the
Wilderness: Challenges of Teaching in Far-flung Schools, (2) “Strategies for Thriving in Far-flung Teaching
Environments," and (3) “Beyond Borders: Realizations and Rewards of Teaching in Far-flung Schools." Results show
that the main common challenges of the participants include challenges in the physical aspect, such as difficulties in
transportation, limited resources, a lack of electricity and internet connection, etc. Also, emotional and social
challenges are being encountered, such as leaving homes and loved ones and staying at school during the whole
weekdays, and difficulties in dealing with the people and the community where the school is located. This study also
showed the teachers’ innovativeness, creativity, and resilience as they relentlessly handled every situation with a
positive mindset. Lastly, it has unfolded the teachers’ self-realizations, reflections, and insights gained from their
personal experiences.
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