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Lived Experiences of Elementary Teachers in a Remote School in Samar,

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 Journal of Academic Research 03:3 (2018), pp. 1-13

Lived Experiences of Elementary Teachers

in a Remote School in Samar, Philippines
Ailyn B. Quejada1, Ronald L. Orale2
1
DepEd, Villareal District, Villareal, Samar, Philippines
2
Samar State University, Catbalogan City, Philippines
shameng_aning@yahoo.com

Abstract: To date, remote schools in the Philippines still faces scarcity of teaching resources and
teachers are continuously challenged in delivering quality basic education in the countryside. The
conditions of far-flung schools require passionate, committed teachers to provide the much needed
services. This study tried to document the lived experiences of six far-flung elementary school
teachers in south-western part of Samar. Experiences of teachers in this school are similar to many
teachers in Geographically Isolated and Depressed Area (GIDA) in the country. The school, their
students, and the community exhibit poverty. The school lacks the much-needed teaching-learning
resources. Many students are slow-learners, and some are non-readers. The families of the
students are poor; some skips meals and could not afford to buy school supplies for their use.
Teachers need to ride a motorcycle and walk for kilometers in sometimes slippery/muddy trails to
reach the school. Some students come from adjacent barangays and also walk daily to school. To
facilitate learning, teachers shed a portion of their salaries to buy school supplies for classroom
use. Giving money for food and school supplies for students is also common to them. Despite
fulfilling experiences for serving a deprived community, teachers in this study are also looking
forward to a much better assignment in the future.

Keywords: GIDA, far-flung school, elementary school, ethnographic study, teaching, poverty

1. Introduction Philippine Constitution states that the state

Education is the most powerful
weapon for changing the world (USAID,
2013). Arne Duncan, the former Secretary
of Education of the United States during
the World Bank Human Development
Forum have said that education eliminates
gender inequality, reduce poverty, create a
sustainable planet, prevent needless deaths
and illness and foster peace (USED, 2011).
But not everyone is given a chance to
enjoy this privilege. There are about 263
million children, and youth that are not in
school (UNICEF, 2016) and 759 million
adults are illiterate (Humanium, nd). These
conditions have deprived them of the
much-needed know-how necessary to
improve both their living conditions and
those of their children (ibid).
The Philippines constitution
emphasized the importance of education.
Article XIV Section 1 of the 1987
shall protect and promote the right of all
citizens to quality education at all levels,
and shall take appropriate steps to make
such education accessible to all. However,
UNESCO (nd) says, less than 10% of
children of primary school age (6-11 years
old) in the Philippines are out of school. In
the report by PSA (2017), less than 2% are
not attending formal school. Family
matters, financial concern, lack of interest,
hunting for work and health conditions are
the top reasons for not attending classes
(ibid). Accessibility of school is just
shared by about 0.9% of them (ibid), one
of the lowest in the world. The Philippine
government is exerting efforts to make
schools especially elementary level
accessible to all barangays. This initiative
has resulted in about 94.5 percent of
school-aged children enrolled in the
elementary levels (House of
Representatives, 2017). Quality of
education received by students will depend
JOURNAL OF ACADEMIC RESEARCH
on the facilities and the facilitators of
learning. Far-flung schools are often
deprived of the much-needed facilities
(Figueroa et al., 2016; Philrights.Org,
2016) and teachers who are exposed to
various types of stress which may affect
performance (Hartney, 2016; Rabago-
Mingoa, 2017).
Teachers or learning facilitators are
key support person who is responsible for
supervising/facilitating the learning
process and activities of the learner
(Congress of the Philippines, 2001). In
general terms, the most common role of a
teacher plays in the classroom is to teach
knowledge to children. Teaching is a
vocation more than a mere job (Cookson,
2005); some termed it as a calling
(Bluestein, 2010); concepts that are more
associated with religion. Contextually,
education is considered as such due to the
extreme dedication to delivering the
expectation or beyond at all cost.
According to Enhanced Basic
Education Information System (EBEIS) of
the Department of Education and
Philippine Statistics Authority (PSA)
survey, there were 37,697 public
elementary schools, and 12,225 of these
are multi-grade for various reasons such as
low enrolment, and lack of teachers
(SEAMEO INNOTECH, 2013). Many of
these schools are isolated and sparsely
populated, geographically inaccessible or
lack of educational resources making
multi-grade classes the best option (ibid).
Department of Education database listed
3,684 public elementary schools in Eastern
Visayas 688 of which are in Samar
(DepEd, nd).
Additionally, Samar is one of the
poorer provinces in the country (PSA,
2017) with communities in the far-flung
villages or geographically isolated and
disadvantaged areas (GIDA) as the
poorest. Areas considered as GIDA are
still many in Samar (see figure 1).
Quejada & Orale (2018)
Vol. 03 No. 3
Teacher’s in these areas needs to walk
kilometers of rough terrains. In the
Philippines; few research articles have
documented lives of teachers in GIDA
areas. Documentary from news agencies
has illustrated their ordeal to deliver their
services to children. These are stories of an
elementary teacher who walks 23
kilometers daily (Legaspi, 2012), or
trekking into the mountains (Mallari,
2010), conducting classes anywhere
available (Umil, 2015) and other
challenges.
Figure 1. Geographically Isolated and Depressed
Areas (GIDA) in Samar (Reliefweb, 2014)
2. Objectives
This paper aims to present the lived
experiences of teachers in remote areas of
Samar.
3. Methodology
3.1. Design. The study used an
ethnographic research design. It explored
the lives of teachers in a far-flung
elementary school somewhere in south-
western part of Samar. The data presented
are from the perspectives of the teacher-
participants.
3.2. Sample and Setting. The setting was
one of the remote schools in Southwestern
Samar with six teachers. A meeting was
2
JOURNAL OF ACADEMIC RESEARCH
held to give the participants information
about the study and sought consent.
Teacher-participants received research
brief for more details.
3.3. Data Collection. Collected data come
from the observation and interviews. Data
drawn from the reflections of participants
towards their experiences as teachers in a
far-flung school as well as their interaction
with the community were also gathered.
The observer blended with the students
and the community to minimize disruption
of their day-to-day activity. The recorded
interviews were transcribed when the
participants were not around.
3.4. Data Analysis. Observation data,
conversation transcript, recordings were
coded. Data sets were re-arranged and
analyzed to give a clear picture of the
experiences of teacher-participants.
3.5. Ethical Considerations. Permission
from the head of the school was sought
before the conduct of the study.
Participants' informed consent/waiver was
obtained before data collection
commenced. Assurance to the participants
that their anonymity will be secured was
emphasized. The participants were
informed that they were free to withdraw
from the proceedings at any time without
any explanation.
4. Results and Discussion
The study locale is one of the
remote schools in one of the School
Districts of Samar, Philippines. It is
situated 13.5 kilometers away from
Central School and mode of transportation
through motorcycle and hiking unpaved
road and rugged trail. It has a land area of
about 1.25 hectares and is one of the oldest
elementary school established in 1938.
The teacher-participants is composed of
five female and one male. They were in
the school between four months and five
years.
Quejada & Orale (2018)
Vol. 03 No. 3
4.1 The Road to Being a Teacher.
Some of the earlier motives in
choosing to teach as a profession include
(a) need for interpersonal relations; (b)
desire to serve others; (c) the theme of
sticking to familiar school habits; (d)
material benefits of the job; and the time
compatibility with family demands (Lortie,
1975). In the Philippines, student-teachers
motives in choosing education career are
almost similar. A study by Hao and de
Guzman (2007) summarizes these motives
as idealistic, migratory, developmental,
employment security and stability,
supremacy, liberating, altruistic, and
perpetual.
In the school year 2016-2017, one
in every five students in college is taking-
up teacher education (CHED, 2017). This
is the second most subscribed program in
the country. However, not all who are
enrolled in education dreamed of
becoming a teacher. Many of them were
influenced by people around them or
forced by circumstances. Some of those
who teach did not consider the profession
as their first choice. Many have second
thoughts of the profession at first. Out of
the six teacher-participants, three have
chosen the profession early on of their
lives.
“I wanted to become a nurse. I like
helping people, early in my life," says
Participant 2
Participant 3 says, “Teaching is not my
first choice course in college. When I
was in high school, I considered myself
working in the office answering
incoming calls; I like their
appearance, they look like a boss.”
On the other hand, Participant 6
wants to be an accountant; she likes to be
in an office setting.
3
JOURNAL OF ACADEMIC RESEARCH
According to Participant 2, some of
her classmates in college, enrolling in an
education program were their last option.
Some of her classmates in college were
told by their parents and friends to take up
teaching because they are not good enough
for courses like engineering and other
science and math-rich courses. There are
some who decided late what course to
take. They have grabbed whatever was
available just to be in school. She
expressed that later on in their college life;
many have grown in love with the
education program.
“My classmate in college took-up
education because he was not too good
academically, and teaching courses
has no entrance requirements; another
was a flanker in an engineering
course. Their reason for taking up the
course in a way offended me as I
enrolled in the course because I like to
become a teacher," says Participant 1.
Others chose it because according
to them there are opportunities available
nearby or because of the influence of their
parents or guardians (SEAMEO
INNOTECH, nd). Participant 2 shared
how she ended up in education.
“I eventually enrolled in education.
This was after my mother disapproved
of my choice. Who doesn’t want to
make his/her parents happy? My
decision was further influenced by my
principal in high school as I admired
her dedication. She changed my
perspectives, and I like to do the same"
The increased in salaries of public
school teachers have improved lately. It
has become relatively competitive
attracting more students to take-up the
course. There are however no data
available if the higher salary was the
reason for the surge of students in
education programs.
Quejada & Orale (2018)
Vol. 03 No. 3
Participant 2 shared the attributes
of her principal that eventually made her
decide to enroll in teaching.
“She cared for every student in the
school and felt like she was
responsible for our growth. The
principal held regular discussions
about life, and many other things. She
is sort of mentoring us, she was very
inspiring. She discouraged me to give
up just because of financial
constraints; she had given me some
options to overcome the obstacle.
Maybe she saw something in me that
she told me I will be a good teacher
someday. I can say she had greatly
contributed to what I am now.”
Participant 3 is the youngest among
four siblings and perhaps the one who
struggled the most in her studies. Among
the teacher-participants, she thought she is
the poorest among her co-teachers. She
lived also in a remote area without
electricity. Both of her parents were
farmers and were unable to finish high-
school to help support their own families
back then.
"During daytime, I was in school, and
at night I do a lot of household chores.
My tuition comes from my earnings. I
sell loads and packed food inside our
classroom,” Participant 4 said.
Although half of the teacher-
participants were not inclined taking-up
education as their course, they have
learned to love the profession. They
particularly were moved by the state of the
school and the students' profile.
“Knowing that my students have not
eaten yet and it’s a way of life to them,
I feel pity for them," Participant 3 said.
4
JOURNAL OF ACADEMIC RESEARCH
4.2 Big Task for a Neophyte Teacher.
It is a practice in the Philippines
that neophyte teachers are assigned in less
attractive places, like far-flung schools. In
some cases, the desire of new teachers to
gain employment for economic reasons is
most of the time the main reason why
neophyte teachers accept teaching jobs in
far-flung places.
“At first I was hesitant at accepting the
teaching position because of the nature
of the assignment. However I need the
job to help my family financially", says
Participant 3.
Participant 1 shared “I was afraid to
accept the challenge to work in a
distant place. Maybe it was a natural
reaction for me, a fresh graduate
female teacher to be assigned in a
remote place, a place I do not have
idea how it looks like. I was imagining
myself as a helpless teacher. I
imagined myself bullied or my student
disrespecting me."
Far-flung schools are difficult to
reach and often dangerous. Traveling to
and from the nearest accessible road
requires stamina and courage. This is most
likely the reason why younger teacher are
the ones assigned to it.
“At first I was hesitant to accept the
assignment because I will have to walk
for 4 km after a habal-habal
(motorcycle) ride, but I need a job so I
accepted the item. The hike is
particularly difficult when it is rainy;
it's slippery, its muddy” says
Participant 6.
A neophyte teacher given a first
professional teaching task is already a
huge challenge. This is further aggravated
when he/she is assigned in a remote
school, far from all possible comfort.
Food, accommodation, security, and safety
Quejada & Orale (2018)
Vol. 03 No. 3
are some of the initial fear of the new
teachers.
“That first year at school were the
most challenging year of my teaching
life as I was still learning the different
twists and turns in my career.”
Participant 1 said.
Common strategy used by the
Teacher-Participants during their first
months in school was to establish respect
from students and their parents.
Participant 1 had a hard time to
deal with the individual differences of her
students. As a first time teacher, she was
afraid of the consequences of her actions.
She wanted to provide the ideal classroom
but find it very difficult.
“I wanted everything to run smoothly. I
wanted to be the perfect teacher that
every student dreamt of having as I
wanted to address what each student
needed and wanted. However, some of
my ideas are not possible," says
Participant 1.
From trying to please each one of
them which I think is not working,
Participant 1 tried attacking the issue as a
whole; it helped her to be fair to everyone,
claiming it was quite effective. She makes
sure she was respected in the class by
making firm decisions. From time to time
she showed some compassion to students
to gain their trust. She also believed that
integrity would help her sustain the respect
that her students afforded her.
“Having a huge class with some non-
readers made teaching very difficult.
What I did was to apply the things I
learned from school like differentiated
learning. I grouped pupils according
to their reading levels. In every
afternoon I always asked the slow
performing pupils in my class to stay
for class remediation, and I keep
5
JOURNAL OF ACADEMIC RESEARCH
reminding the parents to follow-up
their children at home.” Participant 1
said.
Teachers bring their theoretical
frameworks into the classroom. They bring
their theories and practice alongside a
personal history of routines and a level of
capacity for change (Hubbard et al., 2006).
Participant 2 expressed that having a
purpose in life specially in the profession
is essential. She further expressed that
optimism is very important in handling
classes of a far flung school. Problems in
the classroom are reduced when there is a
well-planned classroom management, she
added.
“I recalled the days when I was still
like them. I put myself into their shoes.
It made me closer to them; I believe
that for effective learning to occur,
relationship building must come first.”
4.3 Status of a Far-flung School and its
Students
Geographically isolated
communities are usually poor (Reliefweb,
2014; Cisneros, 1995). The study area
lacks so many things. Most household
served by the school are very poor, parents
have low educational background, and
some have not gone to school. Other
students walk to the school for kilometers
on daily basis. Some of the teachers' were
teary-eyed sharing the stories of their
students.
“I was tongue-tied seeing students
gathering guavas and coconut fruit for
their lunch. I now understand them
better, like when they cannot answer to
some of my quizzes or if they cannot
absorb my lessons. I know that it will
be difficult to learn with empty
stomach” says Participant 6.
“One time I have noticed that one of
my students were not attentively
Quejada & Orale (2018)
Vol. 03 No. 3
listening to me. Eventually, the child
fall asleep. I woke her and told her to
remain in the classroom after the
class. I have learned that she has not
eaten breakfast and was a bit hungry. I
thought it was just that day that she
was not able to eat; I later learned
they skip breakfast always, sometimes
even lunch or dinner when the parents
really do not have anything for meals,”
says Participant 3.
Studies have shown that food
deprive people will result into poorer
learning. Learning of students as well as
their growth is affected if they belong to
food-deprived households (Winicki &
Jemison, 2008; Tamiru et al., 2017;
Frisvold, 2015; Hannum et al., 2014).
School activities often require
students to have some materials to work
on. In many cases, teachers tries to avoid
such activities knowing the students are
poor and could hardly eat like the student
described by participant 3 where her
students have skipped meals.
"After I talked to her and learned
about her condition, I have given her
some money to buy food for her
stomach and materials for our class
activity," says Participant 3.
The school in itself is also poor. It
lacks the needed resources for teachers to
deliver the kind of education described in
the Philippine constitution. Most of the
time, the teachers need to provide
classroom paraphernalia from their own
pockets. Perhaps because of confluence of
many factors, many of the students are not
doing well academically.
There were so many slow-learners and
non-readers,” says Participant 6.
Most of the time than not, far-flung
schools are multi-grade schools. This
particularly makes it even more
6
JOURNAL OF ACADEMIC RESEARCH
challenging. But for participant 5, it
becomes her duty to treat them uniquely.
"As a teacher, I make it to a point that
I take note of the principle of multiple
intelligences and understand that every
child has his/her special talents and
skills.”
Classes in the study locale are
multi-grade. Handling a mix of students
with varied state of competencies and
grade level is one of the greatest classroom
knowledge-management challenges.
“Being a teacher is not easy, but a
gratifying one. Tackling the multi-
grade classes and the differing level of
competencies is a real challenge. I try
applying the principles of multiple
intelligences and understand that every
child has his/her special talents and
skills,” Participant 5 says.
4.4 No Barriers to a Passionate Teacher
Teaching in a remote school is a
huge challenge. Teachers would encounter
variety of uncomfortable means of
transportation like “banka," "habal-habal,"
and even the use of animals such as horse
or carabao just to reach the station
(Barcena, 2018). Teachers risk their lives
and that of their entire family just to
pursue their chosen vocation (ibid).
“Teaching in far-flung area is not easy
especially when you do not know who
you are with, the people, kind of pupils
you will have and location of the
school. But, I am here today in this
field because I am called to touch
millions of young minds, though it took
miles away from my home and it
exceeds sometimes my expenses. There
are instances I visited a lending
company just to sustain my weekly
allowances. Everything is paid off
every time my pupils learn from me
Quejada & Orale (2018)
Vol. 03 No. 3
and when I see some changes in their
behaviors” Participant expresses.
She added that as time passed by
she gets attached to the community
because of the hospitality of the people
towards them. She realized that teaching is
not for all, it is for people who really love
to serve. When the love is there, no
amount of distance will hinder a teacher in
achieving their goal.
“It is very fulfilling to teach in a far-
flung school; I know they need us here,
and we have responsibility to give
them what they expect from us. The
community look at us as their hero;
they appreciate our presence and our
sacrifices here, that alone fuels our
desire to give more, to do more,”
Participant 2 added.
One of the most important factors
in the development of passion for teaching
is teachers’ on-going commitment and
dedication to students and learning.
Passionate teachers are fiercely devoted to
their work and greatly inspire their
students (Fox, 1964).
4.5 Teaching as a Vocation
There are many arguments about
teaching as a vocation and not just simply
a profession (Khan, 2007). This is
probably because of the extent to which a
teacher exerts her effort to serve beyond
the call of the profession. In religious
context, a vocation comes from the root,
vocare, means “to call.” The term is often
used to describe both secular and religious
commitments like a person who felt the
call or inspired to serve divine purposes
such as fulfilling faithfully one’s service to
a community (Hansen, 1994). Vocation,
career, and job are three words used
interchangeably that should not be
according to psychologist Timothy Butler.
Vocation, the most profound of the three
terms is what a person is doing in life that
7
JOURNAL OF ACADEMIC RESEARCH
makes a difference for the person, building
meaning for him/her in the future and see
the impact the person has made to the
world (Whelchel, 2012).
“Seeing my students competes and
recognized for what they do despite of
the limitations is fulfilling,” says
Participant 5.
“I have seen some of my students
improving their lives because they are
in school, studied and learned," says
Participant 3.
“When I see changes in my class I then
realized how influential I am. This
encouraged me to become more
effective as an educator as the world
needs quality and productive
individual for teaching. I think
teaching is not just a job, but, a
vocation to change people lives.” says
Participant 6.
Participant 5 felt the calling to
guide young students for a better future.
Being a poor himself, he knows the
importance of the role of teacher’s in
changing his future. His teacher back then
also sees it in him.
“One time my teacher saw me
struggling to write on a banana leaf
because I have no paper. I was trying
to save my very limited money. My
teacher pitied me that he provided me
a sheet of paper. He was so inspiring;
I know he touched many of us, the lives
of the children from poor families who
strive to learn and excel despite
financial limitations.”
“For four years as teacher, I think I
am already like my former mentor,
making a difference in the lives of my
poor pupils in this barrio. Teaching
them how to overcome poverty,” says
Participant 5.
Quejada & Orale (2018)
Vol. 03 No. 3
Their day-to-day experiences with
the students allowed them to love their
profession more. That love of profession
even go to the extent of shedding part of
their meager salary for classroom use.
Home visitation is regularly conducted to
engage parents and provide feedback to
them about their children performance in
school.
“I need to spend part of my salary to
purchase some classroom items. I need
them to better teach my students,” says
Participant 3.
"There was a time I borrowed money
from loan sharks to sustain my weekly
expenses. My salary is not enough, and
I have to spend for my classroom too"
says Participant 2.
“I go out of the classroom sometimes
and be with my students to know them
more. I need to win their hearts to
encourage them to study” says
Participant 4.
Students are expected to have
higher level of achievements and improved
student behaviour when there is strong
support of the community, particularly the
parents of the students (NMSA, 2003). In
today’s society, genuine family and
community involvement are fundamental
components of successful schools for the
young (ibid).
Teachers in the remote areas also
put their lives at stake. Teachers' in the
subject school walk for kilometers to be in
the class. The ordeal is doubly difficult
during rainy making the trail going to the
school muddy and slippery. Filipino
teachers are like second parents to their
students and even to their colleagues like
Participant 2.
Major task for a teacher is to
ensure their students are learning.
Challenge is greater when students in the
8
JOURNAL OF ACADEMIC RESEARCH
class cannot read, or have poor
comprehension.
"Despite the limitations concerning
teaching resources, I strive to provide
quality education innovatively. I do not
like that someone is left behind,”
Participant 3 said.
4.6 Dreams and Aspiration of Teacher-
Participants
Teacher-participants dreams a lot
for the students, the campus, and the
community.
“I wanted to be a perfect teacher,
someone who can deliver the quality
education they deserve. However, I
later realized there are so many issues.
I think I have the passion to teach, but
there were so little resources for
teaching," says Participant 4.
Almost all of the students in the
study locale are considered marginalized.
They have limited resources for them to
live comfortably and live on day by day
basis.
“How we wish we could produce
teachers who come from this place. It
will greatly benefit our students, their
teacher will be available all the time
unlike us who from time to time go
home,” says Participant 6.
Going to school is great challenge
for the teacher-participants. Other students
also walk for kilometers to get to the
school.
“All of us are hoping that the access
going here will be improved very soon,
better access will allow this place to be
developed. It will surely improve living
condition of the people here,” says
Participant 3.
Quejada & Orale (2018)
Vol. 03 No. 3
With so much fulfilment of what
they are doing despite of the challenges
they wish is absent, the teacher-
participants know they will not be staying
long in the place.
“We have a lot of dreams for these
students and the community in general.
We wish someone from here will
graduate and become a licensed
teacher and replace us here. Later on,
we will be replaced with neophytes;
which is usually the case. We will
eventually be re-assigned to a much
nearer place to where our home is;
unless our single teachers will find
their partners here. Our immediate
family is far from here. If a native of
this place becomes a teacher, I wish
they will work here and not migrate to
other places. I think, if we who are not
from here learned to love the place,
how much more them. This is their
home; they would have much larger
heart for this place than us,” says
Participant 3.
4.7 Rewards and Recognition
The school has so many slow
learners and some non-readers. Some of
the teachers put it as a challenge to
themselves to reduce their number. Other
teachers capacitate their students and
compete, and sometimes they are
successful.
“Year on year we participate in
journalism competitions. One time we
won third place in the district level. I
find it a huge success already. My
advisee were competitive, despite
being in a geographically isolated and
deprived school,” says Participant 3.
“One of my students is a Palarong
Pambansa athlete in chess. I was so
proud that our lowly school has
produced one athlete for the national
games; there were very few coming
9
JOURNAL OF ACADEMIC RESEARCH
from Samar. That made my student’s
recognition more meaningful,” says
Participant 5.
Other rewards are unquantifiable;
those are awards gratifying the hearts.
“Later on, I learned to love my work
as I am touched with what I see. Every
time students sees me coming, their
faces brighten up with smiles, those
cannot be bought with money,” says
Participant 6.
Discussion
The teacher-participants have
shown their commitment to their
responsibilities as elementary teachers.
According to Fox (1964), a committed
teacher has the following characteristics;
(a) Desire to be a good teacher; (b) is more
than a purveyor of facts; (c) recognizes
and accepts the worth of an individual; and
(d) fulfills his/her professional
responsibilities. The teacher-participants
have shown these characteristics. They
know of their responsibilities; that is to
give the best quality of education they can
offer. Because of this desire, the teacher-
participants learned to become more
resourceful, making use of what is
available and adapt to the situation. They
have even shed portion of their salaries for
classroom activities in their desire to help
their students. The multi-grade nature of
classes in the research locale was a great
challenge to the teachers.
The teacher-participants in this
study have not considered teaching as their
early choice for a profession; they have
been influenced primarily by their
immediate family and by the teachers or
school leaders whom they have
encountered early on in their lives.
Availability of teaching position was also
a factor for them enrolling finally in
teaching.
Quejada & Orale (2018)
Vol. 03 No. 3
Although the teaching was not the
priority courses of some of the teacher-
participants, they have learned to love it
fully while studying and more at work.
They particularly have been moved by
what they saw on site, and their
compassionate nature fuelled their interest
to do more for the students.
They look at their assignment in
the far flung school as temporary, a
stepping stone to a more comfortable work
assignment. Despite the worries of the
assignment with emphasis on the location
and access, the Teacher-Participants
accepted the challenge out of necessity.
That is to have a job to help their
respective families.
Eventually, the teacher-participants
will be re-assigned to carline schools or to
where their homes are. They believe
neophyte teachers will replace them in the
future. Some of them felt sad to that reality
as they learned to love the community
where they are currently stationed.
5. Conclusion and Recommendation
Teachers who are assigned in the
study-locale; a far flung schools are
usually neophytes to teaching, young but
dedicated, committed and passionate. They
look at their current assignment as
temporary and will eventually be re-
assigned to a much better school.
The lived experiences of teacher-
participants are consistent with other
teachers’ experiences in GIDA areas of the
Philippines. It is characterized by poverty
of the school itself, lower student
competences and poverty-stricken
community. The poor state of school in
terms of teaching and learning resources
forces teachers to slice part of their salary
to support classroom activities in their
desire to deliver better education. Teachers
need to ride relatively less-safer mode of
transportation and walk kilometers to
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JOURNAL OF ACADEMIC RESEARCH
reach their working stations. Classes are
multi-grade, have many slow-learners and
non-readers due to confluence of many
factors primarily due to poverty. With
committed teachers, they produce few
achievers. For the teacher-participants,
their life as a far-flung teacher is fulfilling
but is looking forward for better
assignment closer to their homes someday.
They dream of many good things for their
students and the community as a whole.
Larger support for far-flung school,
their students, and the communities the
school serves is very necessary. A teacher
from the villages where the school is
located is the most ideal specifically today
when access to these stations is wanting.
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