The Return of In-person Classes in the State-Run Basic Education Institutions in the Philippines: Viewpoints of Teachers Working in Remote Locations

Abstract

Remote schools in the Philippines continue to experience a lack of teaching resources and instructors are continuously challenged to provide quality basic education in the countryside. Teachers with passion and dedication are required in remote institutions to provide the services that are sorely needed. During the resumption of classes, the purpose of this study was to characterize and analyze the transitional experiences of teachers assigned to remote locations.  The study utilized phenomenological research methods using in-depth interviews and focus group discussions, this study discovered that assigning teachers far from their hometowns is difficult and not simple not only for them but also for teachers across the nation. The findings revealed that teachers' actual experiences included traveling by sea, riding a motorcycle or "habal-habal" that requires payment, cultural differences, no internet connection or cellular data, and system and curriculum adjustments. Teachers in this study are looking forward to a much better assignment in the future, despite the rewarding experiences they have had serving a disadvantaged community.