Lived Experiences of Elementary Teachers in a Remote

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

1. Introduction

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

Philippine Constitution states that the state

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

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

Lived Experiences of Elementary Teachers in a Remote School in Samar, Philippines Ailyn B. Quejada1, Ronald L. Orale2 1DepEd, Villareal District, Villareal, Samar, Philippines 2Samar State University, Catbalogan City, Philippines [email protected]

JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3

2 Quejada & Orale (2018)

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).

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



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.

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.



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.

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.



4.2 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

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



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

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



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

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



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.

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



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.

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



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.

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



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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Documents

Lived Experiences of Elementary Teachers in a Remote