Teaching Experiences, Challenges, Joys, and Coping Mechanisms of Veteran Educators in the Farthest Schools of Maguindanao del Sur
DOI:
https://doi.org/10.69569/jip.2026.109Keywords:
Coping mechanisms, Farthest school, Geographically isolated education, Teacher resilience, Veteran educatorsAbstract
Teaching in the farthest schools can be both sacrificing and rewarding. Inevitably, teachers are confronted with challenges like poor educational materials and teaching resources, Physical inaccessibility and dangerous transportation, insufficient support systems and professional development, and social isolation and emotional stress. This study explored the experiences of four veteran educators assigned to the farthest public elementary school in the Division of Maguindanao del Sur, Ministry of Basic, Higher and Technical Education-Bangsamoro Autonomous Region in Muslim Mindanao (MBHTE BARMM), using a qualitative multiple-case interpretative approach. The participants were veteran educators with extensive teaching experience in geographically isolated settings, selected through purposeful sampling to provide rich, in-depth narratives. Data were gathered through semi-structured interviews, field observations, and field notes to capture their experiences, challenges, joys, and coping mechanisms. The findings revealed that participants demonstrated strong resilience, adaptability, and commitment despite facing geographical isolation, limited resources, logistical difficulties, and bureaucratic constraints. Teachers relied on community collaboration, improvisation with instructional materials, and strong teacher-student relationships to maintain continuity of learning. Emotional fulfillment came from students’ progress, gratitude, and long-term success, which strengthened teachers’ sense of purpose. Coping mechanisms included reflective practices, peer support, stress management activities, and faith-driven perseverance. Across ecological systems, environmental, institutional, and relational factors collectively shaped teachers’ professional lives, highlighting both persistent hardships and meaningful rewards. The study concludes that veteran educators in the farthest schools play a crucial role in sustaining equitable education in geographically isolated communities and underscores the need for localized professional support, strengthened institutional assistance, and teacher well-being programs to ensure long-term sustainability in remote educational settings.
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