International Journal For Multidisciplinary Research

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Voices from the Hinterlands: a Qualitative Exploration of the Challenges and Triumphs of Teachers Assigned in Remote Areas

Author(s) Vaniza G. Silvido, Dr. Maedel Joy V. Escote
Country Philippines
Abstract Teaching is the practice implemented by a teacher aimed at transmitting skills to a learner, a student, or any other audience in the context of an educational institution. Educating is closely related to learning, the student's activity of appropriating this knowledge. Cultivating can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection. However, teachers assigned in remote schools experiences, challenges, coping mechanisms, triumphs and insights give little attention. Hence, this qualitative phenomenological research study explored the voices from the hinterlands like Cabidianan Elementary School, Mambing Elementary School and Sta. Fe Elementary School. The purpose of this study was to explore on teachers’ experiences, challenges, coping mechanisms, triumphs and insights in teaching remote area. There were six purposively selected teachers from three different schools who are assigned in remote schools in New Corella District. Findings revealed that teachers assigned in remote areas experience difficulties in terms of transportation and providing learning materials to their students which have affected its effectiveness. The study come up with recommendations to support the learning materials and safety of teachers assigned in remote areas.
Keywords hinterlands, experiences, challenges, coping mechanisms, triumphs and insights, phenomenological study
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-08
Cite This Voices from the Hinterlands: a Qualitative Exploration of the Challenges and Triumphs of Teachers Assigned in Remote Areas - Vaniza G. Silvido, Dr. Maedel Joy V. Escote - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.22016
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.22016
Short DOI https://doi.org/gtzjph
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