EXPLORING THE CHALLENGES FACED BY ELEMENTARY TEACHERS IN

REMOTE PLACES

RESEARCH PAPER PRESENTED TO THE FACULTY AND STAFF

OF NEGROS ORIENTAL STATE UNIVERSITY
MABINAY CAMPUS

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF

BACHELOR OF ELEMENTARY EDUCATION

MABIL S. ALIÑABO
JUNEZA R. AMOLO
CADALZO B. MARIEL
QUIRANTE B. GELYN
DAISYLOU C. RODRIGUEZ
 APPROVAL SHEET
The undergraduate Research Paper attach here to entitle “EXPLORING THE CHALLENGES
FACED BY ELEMENTARY TEACHERS IN REMOTE PLACES” prepared and presented by:
Mabil S.Alinabo, Juneza R.Amolo, Mariel B. Cadalzo, Gelyn B. Quirante and Daisylou C.
Rodriguez is hereby accepted with a rating of_______.

LISTER M. CABONILLAS, MAED-MATH EVELYN CACALDO

Research Adviser English Critic
________________ ________________
Date signed Date signed

LISTER M. CABONILAS, MAED -Math KAREN T. PERATER, MSCJ

Member, Interrogation Board/Statistician Member, Interrogation Board
________________ _______________
Date signed Date signed

_____CARLITO D. ACABAL, DPA____

Chairman, Interrogation Board
________________
Date signed

Accepted as partial fulfillment of the requirements for the degree Bachelor of Elementary
Education.

Approved:
ENGR. ARCIE S. NOGRA, Ph. D.
Campus Administrator/Research Coordinator
_______________
Date signed
 Abstract

This study explores the challenges faced by elementary teachers in remote places. This

research explores the impact of geographical isolation, limited resources, and cultural factors on

teaching practices, professional development, and overall job satisfaction among educators in

these settings. This phenomenological research aims to explore the challenges faced by

elementary teachers in remote places. This study will also determine the implications on

academic performance anchoring on the result of the study in regards to the challenges faced by

elementary teachers in remote places. The researchers made use of survey questionnaires and

interviews to collect data from the respondents. The following statistical tools are used to

tabulate the data that were gathered: Frequency and Percentage Distribution. Analyzed data

revealed that teachers in remote places experience different challenges in teaching in remote

places. The researchers also concluded that there is no significant relationship between the

challenges, and strategies use by elementary teachers in remote places. The researchers proposed

an action plan, this further address the challenges of the elementary teachers.
 ACKNOWLEDGMENT
The researchers would like to express their wholehearted gratitude and appreciation to the

following person who have helped and shared their time and effort to make this piece of work in

reality.

First of all, to the Almighty God who give them knowledge, wisdom, guidance, and

enough strength in times of hardship.

To their Parents who provided moral and financial support.

To Mr. Lister M. Cabonilas, MAED, research adviser, who contributed much in the

completion of this paper;

To Mrs.Cacaldo, Evelyn, English critic, who made corrections and suggestion especially

in the grammar aspects on this Research Paper.

To Mr. Lister M. Cabonilas, MAED, their statistician, for sharing his professional

expertise in their research paper.

To the Board of Panelists, for the valuable suggestions and comments that leads to the

success of this study; and

To Engr. Arcie S. Nogra, Ph.D., Campus Administrator and Research Coordinator for

allowing the researchers to conduct the study.

To School Administrators of Inapoy Elementary School and Pinayun-an Elementary

School, for cooperating and allowing the researchers to conduct this study.
 To the Respondents who gave their honest answers and time spent during the conduct of

our study.

Thank you very much!!!

The Researchers,

Mabil S. Aliñabo

Juneza R. Amolo

Mariel B. Cadalzo

Gelyn B. Quirante

DaisyLou C. Rodriguez
 TABLE OF CONTENTS

PAGE

Title Page……………………………………………………..……………........... i

Approval Sheet……………………………………………………...…………….. ii

Abstract…………………………………………………………………………… iii

Acknowledgment……………………………………...…………………………... iv

Table of Contents………………………………………………...………………... v

CHAPTER I: THE PROBLEM AND ITS SCOPE

Rationale…………………………………………………………………………… 1

Statement of the Problem…………………………………...……………………… 2

Null Hyphothesis……….………………………………………..…………………. 3

Significance of the study……………………………………………………………. 4

Scope and delimitation of the study ……………………………………………………….. 5

Definition of terms………………………..…………………...……………………..... 6

Theoretical/Conceptual framework of the study…………………….…………...... 8

Review of related Literature……………………………………………………….. 11

Research Methodology………………………….…………………………………. 12

Research Design…………………………………………………………………… 15

Research Instrument………..…………………...……………..………………..... 16

Research Environment………………………………………………...….…...……... 16

Data Gathering Procedure……………………......................................................... 16

Statistical Treatment of Data………………………………………………………. 17

References…………………………………………………………………………. 17
 CHAPTER 1

PROBLEM AND ITS SCOPE

RATIONALE

Teachers play very important roles not just in a student's life but more so in society in general.

Accordingly, they are the assets of the community as they serve as living catalysts to uphold

values, instill dignity, develop integrity, and protect the rights to education of every individual

(Macdonald & Weller,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). 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 costs.

In the pursuit of equitable and inclusive education, the challenges encountered by elementary

teachers working in remote and underserved areas have emerged as a topic of profound

significance. These educators, often serving as the frontline architects of young minds, navigate a

distinctive educational landscape characterized by geographic isolation, limited resources, and

unique sociocultural dynamics. This study aims to explore the challenges faced by elementary

teachers in remote places, shedding light on their pivotal role in shaping the future while

highlighting the imperative need for tailored solutions. In a world increasingly interconnected

through technology and global communication, understanding the intricacies of education in

remote regions takes on heightened importance, offering insights that transcend boundaries and

contribute to the broader discourse on education, equity, and the empowerment of educators.

This Research endeavors to delve deep into these challenges, fostering a deeper appreciation for

the resilience, dedication, and resourcefulness of elementary teachers in remote areas and

ultimately advocating for transformative change within the realm of education.

STATEMENT OF THE PROBLEM

This study aims to explore the challenges faced by elementary teachers in remote places.

Specifically, this study aims to address the following research questions:

1. What is the demographic profile of the respondents in terms of?

1.1 sex;

1.2 age; and

1.3 civil status?

2. What are the specific challenges faced by elementary teachers in remote areas when it

comes to accessing educational resources?

3. How do elementary teachers in remote areas develop, utilize, and adapt coping

mechanisms, strategies, and approaches to overcome the specific challenges they face in

delivering quality education?

4. Is there a significant relationship between challenges, strategies use by elementary

teachers?

NULL HYPOTHESIS

There is no significant relationship between the challenges, and strategies used by

elementary teachers in remote places.

SIGNIFICANCE OF THE STUDY

The results of this study would benefit to the following:

School Administrators: The findings can assist school administrators in remote locations in

developing targeted support and professional development programs to help their teachers

overcome these challenges and improve educational outcomes.

Teachers: This research can provide valuable insights to elementary teachers working in remote

areas, helping them better understand and address the unique challenges they may face in their

profession.

Students and Communities: Ultimately, addressing the challenges faced by teachers in remote

areas can benefit students and the communities they serve by improving the quality of education

and overall well-being in these underserved regions.

Parents: The research can help parents in these remote areas understand the hurdles their

children's teachers encounter, leading to increased parental support and involvement in

education.

Local Communities: Improved education in remote areas can have broader community benefits,

such as increased economic opportunities, improved healthcare, and enhanced social well-being.

Government Agencies: The government can use the findings to allocate resources and create

policies that target the challenges faced by teachers in remote areas, promoting educational

equality and accessibility.

Future Researchers: The research can serve as a foundation for future studies on this topic,

enabling a deeper understanding of the challenges faced by teachers in remote places and

potentially leading to the development of innovative solutions.

SCOPE AND DELIMITATION OF THE STUDY

This research delves into the challenges experienced by elementary teachers in the remote areas

in Inapoy Elementary School and Pinayun-an Elementary School. The respondents of this study

are the teachers in Inapoy Elementary School and Pinayun-an Elementary School, with 10

respondents for this study.

DEFINITION OF TERMS

The researchers chose to define the following terms in conceptual and operational to facilitate

clear understanding of their meanings as they will be used in the study.

Exploring. Exploring refers to the act of investigating, discovering, or examining something in

detail to gain knowledge, understanding, or familiarity with a subject, place, concept, or idea. It

involves a curious and systematic approach to discover new information, uncover hidden aspects,

or delve deeper into a particular topic.

Challenges. Refer to difficulties or obstacles that arise in various aspects of life, work, or other

pursuits. They can be situations, problems, or circumstances that require effort, problem-solving,

and resilience to overcome.

Theory. Is a well-substantiated explanation or framework that organizes and explains a set of

observations or phenomena.

Remote. When something is described as "remote," it often means that it is situated far away

from a particular point or location.

Places. Refers to locations or areas with a distinct identity, characteristics, or significance.

In this study, this refers to an investigative, comprehensive examination or inquiry into the

difficulties encountered by elementary teachers working in remote areas.

THEORETICAL/ CONCEPTUAL FRAMEWORK OF THE STUDY

This study is anchored on the theory of Experiential Learning. According to David A.

Kolb (1984) (9), “Learning is a process, in which knowledge is created through transformation of

experience.” Experiential Learning Theory posits that learning is a continuous process grounded

in personal experience. According to Kolb, learning involves a cycle of concrete experience,

reflective observation, abstract conceptualization, and active experimentation. Individuals

engage with the world, reflect on their experiences, form abstract concepts, and then apply these

concepts in new situations, thereby enhancing their learning. This theory is to investigate the

practical experiences of elementary teachers in remote areas of the Inapoy Elementary School

and Pinayun-an Elementary School. By applying Kolb's theory, the study aims to understand

how teachers in these challenging environments engage in a continuous cycle of learning through

their concrete experiences, reflective observations, conceptualizations, and active

experimentation. This study seeks to shed light on the ways in which experiential learning

influences the adaptation and professional growth of elementary teachers facing unique

challenges in remote places. Additionally, it aims to identify potential strategies and

interventions informed by the principles of experiential learning that can support teachers in

overcoming these challenges and fostering effective education in remote settings.

SCHEMATIC DIAGRAM

SCHEMATIC DIAGRAM

EXPERIENTIAL LEARNING THEORY

David A. Kolb (1984)

TEACHERS PROFILE
STRATEGIES
1.1 sex; CHALLENGES THAT
AND
1.2 age; and TEACHERS EXPERIENCE
APPROACHES
1.3 civil status?
REVIEW RELATED STUDIES
This chapter presents the relevant literature and studies that the researcher considered to strengthen the
importance of the present study. It also presents the synthesis of the art to fully understand the research
for better comprehension of the study.
Foreign
The Victorian Auditor-General Report (2013), reveals that the provision of quality and
accessible education to rural communities is a worldwide challenge. Despite this challenge,
scholars have argued that limited research has been attempted in the areas of education in rural
settings thus far (Gandara, Gutierrez & O’Hara 2001; Milanowski, Longwell-Grice, Saffold,
Jones, Schomisch. & Odden, 2009; Wallin, 2009). In Canada, there is a relative lack of research
within rural educational contexts (Wallin, 2009). In the United States of America, more than
30% of schools are in rural areas, yet less than 6% of research conducted makes reference to
rural schools (Hardre, 2008). This necessitates a need for research focusing on rural settings to
address this research gap. Rural schools serve large numbers of minority learners from families
with little educational backgrounds (Flora, Flora & Fey, 2003). These rural learners are at risk
for low motivation and lack of school success as their specific learning needs are rarely
researched (Gandara, Gutierrez & O’Hara, 2001; Hardre, Sullivan & Crowson,2009). Common
factors influencing rural learners’ motivation are home environments that are not conducive to
learning, financial difficulties, shortage of teachers, and lack of school buildings (Hardre &
Sullivan, 2008). The widening knowledge gap between urban and rural schools is also due to
technological developments, resulting in rural learners falling behind their urban counterparts
(Lingam, 2012). The locality of rural schools makes the deployment of technological
infrastructures difficult to implement and costly. The results were that rural school learners did
not enjoy the instructional tools and facilities as learners in urban areas, which disparity causes
unimpressive academic performance for learners at rural schools. Research on learners’
achievement as this achievement relates to environmental factors shows that the environment
plays a significant role in shaping learner achievement (Hardre, Sullivan & Crowson, 2009).
However, research is lacking that discusses these factors in more detail within a rural context.
Poor learner performance at rural schools is also intensified by high rates of learner absenteeism
and their inability to read and write effectively (Adedeji & Bamidele, 2003). Due to late
exposure to schooling of learners at rural schools, their ability to grasp literacy and numeracy is
usually compromised, as they are not exposed to schooling early enough when they are young
and their ego and curiosity to learn are at the maximum. The deficiency regarding timeous
exposure to teaching and learning shapes poor learner performance at rural schools. In the last
two decades across the continent of Africa, there has been a growing anxiety about teaching in
rural areas, where approximately 70% of the African population resides (Adedej & Olaniyan,
2011). The shortage of qualified teachers and poor conditions of teaching are the major factors
affecting the quality of education offered in many African rural schools (Mulkeen & Chen,
2008). Learning at rural schools was characterized by numerous challenges, owing to the locality
of the rural environments. Rural areas were reported to be characterized by harsh environmental
conditions, which have ripple effects on the learning and teaching process. The review of related
literature revealed that the major challenges that faced teaching at rural schools, related to
persistent poverty among rural families, minimum parental involvement, and shortage of
resources at rural schools. Most learners at rural schools hail from poor families that were unable
to provide for the educational needs of their children. As a result, many rural school learners
attended schools on an empty stomach due to limited household nourishment. The aim was to
raise awareness about the difficulties learners and teachers faced at rural schools and propose
remedies against these difficulties so that the quality of learning at rural schools was not
compromised.

Local
"The Filipino rights to have equal access to premium education, by all means, is the primary
concern of the country." This mandate from the Constitution is the driving force why Philippine
education has pushed the delivery of K-12 education even in the country's most far-flung areas
despite the world health emergency. Teachers tend to make the extra care, effort and spend lots
of resources just to reach the learners in remote areas. They are even more obliged to perform
their respective tasks amidst the danger brought by the virus (Dewi, 2020; Al Thaqafi, 2020).
Additionally, considering the feasible danger and hardships faced by those teachers, this research
endeavor aims to conduct an in-depth inquiry into the challenges experienced by those who
deliver fundamental education in remote areas. The result of this study is expected to call the
immediate attention of the educational leaders for possible allocation of additional resources,
specialized protection programs, and other supplemental support programs that will capacitate,
secure, and empower the teachers to become more productive and effective in their profession
(Herliandry, Nurhasanah, Suban & Kuswanto 2020).In the local setting, delivering quality basic
education in remote areas has continuously created challenges for educators, especially now that
the country is still on its battle against the pandemic. Furthermore, the content analysis study
revealed the following categories of remote learning difficulties: unstable internet connectivity;
insufficient learning resources; power outages; ambiguous learning contents; overloaded lesson
activities; limited teacher scaffolds; poor peer communication; conflict with home
responsibilities; poor learning environment; financial problems; International Journal of Recent
Research in Thesis and Dissertation (IJRRTD) Vol. 3, Issue 1, pp: (46-53), Month: January -
June 2022, Available at: www.paperpublications.org Page | 47 Paper Publications physical health
compromises; and mental health struggles (Rotas & Cahapay, 2020; Singer, Nielsen &
Schweingruber,). On the other hand, since Maitum, Sarangani is situated along coastlines and
blessed with mountainous landscapes, remote schools are distributed on top of the mountains,
isolated villages, and islets where many learners are hungry for education. The delivery of
instructional materials to those areas in this new normal is quite effortful and risky. Maitum
teachers have been considering these sacrifices and endeavors as part of their vocation as
educators. The challenges were tough and unpredictable, the constant struggles are real, yet the
commitment to the profession is still in the heart. Thus, embracing distance education during this
pandemic is always coupled with new challenges for the teachers. Hence, the researcher wanted
to investigate these challenges to develop sound inferences that may boost and motivate them
while performing the tasks in distant schools. Though previous studies were already conducted
related to the difficulties experienced by teachers who are teaching in remote areas, there has
been no research that focused on the challenges experienced by the teachers in delivering the
new mode of instructions to the area during the pandemic. Thus, this study proposes to fill that
gap. It stated that the conditions of far-flung schools require passionate, brave, committed
teachers to provide the much needed services. Border lockdowns, physical distancing orders,
prohibitions on larger gatherings, insufficient funds to cover module printing expenses, lack of
internet connections, phone signals, and no available transportation to transport learning
materials to assigned remote areas are just some of the common complaints raised by teachers
during this pandemic. These deficiency problems brought extra challenges for teachers as to how
well they manage the delivery of classes amidst the global health crisis. Also, the teachers'
physical exposure in the field has brought imminent danger to their health. Thus, this study will
address the problem. This study was conducted to investigate the teachers' challenges in
delivering modular instruction in the remote schools in Maitum, Sarangani, during the global
pandemic. It sought to determine what needs to be done by the government for those assigned
teachers in the far-flung schools and address the gap to improve the holistic education services.
How do the participants describe the challenges they have experienced in teaching in remote
areas during the new normal?

RELATED STUDIES

Foreign

Education has been an active area of development for Vietnam, in line with the United

Nation’s Millennium Development Goals (MDGs), the country has been striving to ensure that

all children receive the same quality of education (UNICEF, 2009). Quality of education has

become one of the country’s key education objectives and the government has sought to support

disadvantaged students by providing free textbooks, abolishing primary school fees, and trying to

build more schools (Tran and Phan, 2014; Truong, 2011; Yasushi and Yuto, 2009; Young Lives,

2007). The importance of this focus has been further enhanced by the Vietnamese government’s

commitment to the United Nation’s Sustainable Development Goals targeted at 2030, with

SDG4: Quality of Education seeking to build upon the work of the MDGs (UN, 2020).
 Historically, rural communities have been referred to as the “forgotten minority” in

public and educational discourse in the United States (US) (Azano, 2015; Meier & Edington,

1983). Recent census data indicate that in US public education, nearly one-fourth of K12

students, one-third of schools, and more than half of school districts are considered rural

(Institute of Education Science, 2013). Despite occupying a significant proportion of the

elementary student population, until recently major educational reforms and priorities have not

acknowledged the unique assets and challenges faced by rural communities (Biddle & Azano,

2016). Among these challenges, rural students tend to experience inequitable learning

opportunities, including limited access to high-quality teachers who are committed to teaching

and living in rural communities (Fry & Anderson, 2011; Yarrow, Ballantyne, Hansford,

Herschell, & Millwater, 1999). In contrast, Yarrow et al. (1999) examined the research on rural

teacher education, focusing on teacher education institutions' attempts to: recognize and meet the

specific preparation needs of rural teachers; recruit and retain teachers; partner with schools and

communities; and provide mentoring for beginning teachers in the socio-cultural contexts of

rural schools. The work of Yarrow et al. (1999) acknowledges specific aspects of university,

school, and community contexts that create either positive transitions or barriers for rural

educators across the spectrum of teacher learning. In doing so, we seek to be particularly

responsive to calls for a greater awareness in teacher education of the importance of

understanding and problematizing "place" (Corbett, 2016; Green & Reid, 2014; White & Reid,

2008). The increasing focus on the significance of place emerges, in part, as a “necessary

condition in understanding and appreciating the circumstances and specificity of rural education”

(Green & Reid, 2014, p. 27). It also reflects the sustained influence of both literatures on place-

based (Comber, Reid, & Nixon, 2007; Shamah & MacTavish, 2009; Sobel, 2004, 2005)
and place-conscious (Greenwood, 2013; Gruenewald, 2003; White & Reid, 2008) approaches to

education that have increasingly become embedded within rural teacher education programs and

field experiences.

The small rural school is often said to be the heart of the village. The schoolhouse might

be the only public building in the local community. As it may host different services in addition

to schooling, it becomes an informal meeting place for parents of children at the school

(Cedering, 2016; Kalaoja and Pietarinen, 2001, 2009; Kearns et al., 2010; Sigsworth and Solstad,

2001). Rural schools have an important educational function, but besides that, they also serve as

‘catalysts for community participation, social cohesion and the vitality of neighbourhoods’

(Witten et al., 2001, p. 307). Despite ongoing initiatives to improve the quality of education,

there are still issues within the rural education system, especially in the North-western part of the

country. It is argued that inequality has been rising noticeably within the Vietnamese Education

System, especially in terms of differences between rural and urban regions, and between ethnic

minority groups and the major population (Gaiha and Thapa, 2006). It also vocalizes the

experiences of teachers and students living in North-western Vietnam and the different sets of

challenges that they face. While identifying the teachers and students’ needs we also seek to

understand the extent of the role social enterprises have in supporting education in North-western

Vietnam and empowering disadvantaged families. It is specifically concerned with the remote

mountainous regions of North-western Vietnam where 50 % of the ethnic minority population in

the country resides (Phung et al., 2017).

Teachers who have worked a long time in a small school have different support needs

during different phases of their career, to sustain their professional commitment and ability to

cope and promote school development (cf. Fessler and Christensen, 1992; Karlberg-Granlund,
2011). Educating and retaining high-quality teachers has, in Finland, been seen as a guarantee for

the provision of equal basic education for all children regardless of their place or socioeconomic

backgrounds (Hansén, 2000; Sahlberg, 2011; Tirri, 2014). In small schools with few teachers, a

small number of pupils, and multigrade classes, the teachers' leadership and management

competencies are essential, as they also need to cope with the close connection between the

school and the local community. Research indicates teachers need initial training and support, as

well as possibilities for continual professional development in small schools, but the

implementation of such programs has been sparse (Raggl, 2015; White and Reid, 2008; Yarrow

et al., 1999). Teachers' career cycle is dependent not only on the work situation, but also on

personal life stages, family, health, etc., and on the organizational environment, for example,

public trust and societal expectations (Fessler and Christensen, 1992).

Teachers have a great deal of experience working in small, rural schools and

communities, focusing especially on small-scale settings and contextual concerns. The findings

both acknowledge and build upon earlier research by using visual maps to visualize hidden

tensions within small contexts. Visualizations like this could help people comprehend the fine

equilibrium that exists in small social contexts, where many aspects of reality are balanced

against one another like weights on a balance. The principals and teachers from small rural

schools and towns who were interviewed saw their jobs as generally fulfilling challenges, albeit

they also included some expectations that could get tiresome. Positive interactions within the

community and school are crucial.

Local

Rural areas in the Philippines continue to experience a rural-urban education inequality

gap (Zamora & Dorado, 2015). This reality implies that just like in other countries across the
world, there is a need to improve educational provision in rural areas. Inequitable educational

distribution can potentially result in a situation where opportunities for quality and accessible

education can only be available to major and mainstream cities, thus further widening the gap

between teachers' lived experiences in remote school education in the Philippines (Ibourk &

Amaghouss, 2012. About 80% of Filipinos are poor and they live in rural areas of the country

(PSA, 2017), while public education is free, schoolchildren in rural areas continually face

challenges in accessing quality education (Weinstein, 2010). This environment creates huge

challenges, especially for those teaching in remote areas. In addition to the wide variety of

challenges of rural education in the Philippines, there are some dilemmas that rural teachers face.

The transition to remote learning has presented a unique set of challenges for elementary

teachers in remote areas. These challenges stem from a combination of factors, including limited

access to technology, inadequate resources, and the unique needs of students and families in

remote communities. Through this, other teachers are kindly informed on the applicable teaching

strategies to create effective remote learning experiences in remote areas.

Teachers' lived experiences in remote schools can take several forms. Experiences play a

vital part in our daily lives. As working professional teachers, we all go through life

progressions, and each person has their way of dealing with their lived experiences. The

dangerous battle of experienced teachers as individuals is scrapped inside the classroom and in

human hearts. They struggle with fear, disappointments, stress, a lack of self-confidence,

feelings of incompleteness, dependency, and the inability to cope with the conditions in their

daily lives. While these experiences and challenges can defeat everyone, they can also catalyze

enhancement in preparation for the promising development in the cognitive, spiritual, social,

personal, and understanding of one's professional opportunities and trials (Bilbao, 2012).
 Remote schools are mostly deprived of the much-needed facilities (Figueroa et al., 2016),

and the teachers are exposed to various types of stress, which may affect their performance

(Hartney, 2020; Quejada, A. B., & Orale, R. L. (2018). The Philippine Constitution emphasized

the importance of education. Article XIV Section 1 of 1987 states that they should protect and

promote the right of all citizens to quality education and make such education accessible to all.

However, UNESCO says that less than 10% of children of primary school age in the Philippines

are out of school. Accessibility to school is one of the reasons. Our government is exerting

efforts to make the schools accessible to all barangays. This has resulted in about 94.5 percent of

school-aged children enrolling in the primary levels (House of Representatives, 2017).

The lives of teachers in remote schools are challenged to work out of their comfort zones

and to deal with students and communities with different cultures. They employed different

strategies for adaptation that helped them survive and stay in far-flung areas. Their situation is

not as easy as what some had narrated. They were able to manage and cope with different

problems and challenges in the remote areas; they even became more resilient, brave, consistent,

and determined to stay and impart their knowledge to the empty minds of their children.

Teachers in remote places frequently face factors and circumstances that shape their character

and how they choose to handle the situations that may affect how they feel; the feelings of

sadness, worries, and pain are not the hindrance or reasons to leave the school children. Teachers

have developed commitment and dedication to their vocation/mission.

 RESEARCH METHODOLOGY

This part presents the research methodology and procedure that includes the

research design, research instrument, research respondents, research environment and statistical

tools that will be using in the data analysis.

Research Design
The research method that will be using in this study is phenomenological research. The

study is phenomenological in nature because it described the respondents' profile; the specific

challenges faced by elementary teachers in remote areas; the limited resources impact the

teaching

and learning process and the coping mechanism, strategies and approaches used by elementary

teachers in remote areas to overcome the challenges they face.

Research Instrument

The researchers adapted a customized survey questionnaire to assess the elementary

teachers in remote places. Part 1 of the survey questionnaire contains the teacher's profile, while

Part 2 has the instructions and questions relevant to challenges of elementary teachers in remote

places. The researchers also utilize questions for the interview of elementary teachers.

Research Environment

The study will be conducted in Inapoy Elementary School and Pinayon-an Elementary

School. Inapoy Elementary School is located at Inapoy Mabinay Negros Oriental. It has a

distance of 11.6 kilometers away from proper Municipality of Mabinay. Pinayon-an Elementary

School is located at Bato, Mabinay Negros Oriental. It has a distance of 12 kilometers away from

the Municipality of Mabinay.

Data Gathering Procedure

To conduct the study, the researchers first requested permission from the school

administrator's office. After receiving consent, a survey questionnaire is created using the data

collected.

Statistical Treatment of Data

The following statistical tools were applied for each problem to respond to each

statement:

1. Frequency and Percentage Distribution is use in answering problem number 1 which

states “What is the democratic profile of the respondent in terms of sex, age, and civil

status.”

2. To answer number 2,” What are the specific challenges faced by elementary teachers in

remote areas when it comes to accessing educational resources? Survey Questionnaires is

use.

3. To answer question number 3,’’ How do elementary teachers in remote areas develop,

utilize, and adapt coping mechanisms, strategies, and approaches to overcome the

specific challenges they face in delivering quality education? In-depth Interviews or

Focus Groups is use.

4. To answer question number 4, “Is there a significant relationship between challenges,

strategies use by elementary teachers? Structural Equation Modeling (SEM) is use.

REFERENCES
Bluestein, J., (2010). Becoming a Win-Win Teacher: Survival Strategies for the Beginning

Educator. SAGE Publications

Congress of the Philippines, (2001). Republic Act No. 9155 – Governance of Basic Education

Act of 2001.Retrived from http://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/

Accessed January 29, 2018

Cookson Jr., PW., (2005). Your First Year: Why Teach? Teaching Pre K-8, Vol 36 No. 3.

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