Authors :
Romel A. Zamora
Volume/Issue :
Volume 8 - 2023, Issue 2 - February
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3kE8j7V
DOI :
https://doi.org/10.5281/zenodo.7684561
Abstract :
The objective of this study is to determine
experiences of teachers in the far flung teaching
community in West Malungon District, Sarangani
Division, Region XII, Philippines. This research
employed a qualitative method based on focus group
discussions and individual interviews of teachers in their
lived experiences in far flung community. Based on the
findings, teachers’ experiences vary in assessment
process, classroom management, contextualization,
learning activities, and decision making process. They
also mobilized the community through their school best
practices, community linkages, and behavioral approach.
Furthermore, the stakeholders support mechanism in far
flung schools is being shown by providing educational
support towards teaching of teachers, teachers’
professional development, learners’ performance, and
stakeholders’ other initiatives. These experiences made
teachers realize that stakeholders’ involvement in all
school’s programs, projects and activities play a vital
role to have a positive impact on the lives of learners and
community.
Keywords :
Lived Experiences, Far-Flung School, Assessment Process, Classroom Management, Contextualization, Learning Activities, Decision Making.
The objective of this study is to determine
experiences of teachers in the far flung teaching
community in West Malungon District, Sarangani
Division, Region XII, Philippines. This research
employed a qualitative method based on focus group
discussions and individual interviews of teachers in their
lived experiences in far flung community. Based on the
findings, teachers’ experiences vary in assessment
process, classroom management, contextualization,
learning activities, and decision making process. They
also mobilized the community through their school best
practices, community linkages, and behavioral approach.
Furthermore, the stakeholders support mechanism in far
flung schools is being shown by providing educational
support towards teaching of teachers, teachers’
professional development, learners’ performance, and
stakeholders’ other initiatives. These experiences made
teachers realize that stakeholders’ involvement in all
school’s programs, projects and activities play a vital
role to have a positive impact on the lives of learners and
community.
Keywords :
Lived Experiences, Far-Flung School, Assessment Process, Classroom Management, Contextualization, Learning Activities, Decision Making.
