Authors : Caitona, Mae Ann R.; Dr. Escarlos, Gladys; Fernandez, Shella Mae E.; Lobitaña, Khryzl Rose D.; Meanagua, Jezzarie T.; Pano, Rosemarie S.

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/yykyp2n3

Scribd : https://tinyurl.com/4m8dcz5v

DOI : https://doi.org/10.38124/ijisrt/26may2165

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the lived experiences of teachers at Mahayahay Integrated School, a remote area in Conception, Valencia City, Bukidnon. Using a qualitative case study, data were collected through in-depth interviews with five purposely selected grade school teachers. Thematic analysis was employed to analyze the data and identify emerging themes. Findings revealed that teachers face significant environmental and instructional challenges, including difficult terrain, long travel distances, limited resources, and the complexity of managing multigrade classrooms. Despite these constraints, teachers maintain structured daily routines and demonstrate strong adaptability in their teaching practices. The study further found that these experiences do not diminish motivation; instead, they strengthen teachers’ commitment to the profession. Teachers develop resilience, flexibility, and patience while employing coping strategies such as time management, advance planning, and collaboration. Moreover, teachers attach meaningful interpretations to their experiences, viewing teaching as a fulfilling and purposeful vocation. Their experiences contribute to continuous professional growth, enhanced teaching competence, and a deeper sense of responsibility toward learners. The findings highlight that while teaching in remote contexts is physically and cognitively demanding, it also fosters resilience and strengthens professional identity. The study concludes that teachers' lived experiences are shaped by the interaction of environmental challenges and instructional demands, which ultimately promote both personal and professional development. These insights underscore the need for strengthened institutional support, targeted training, and improved resources to sustain teacher well-being and effectiveness in remote educational area.

Keywords : Lived Experiences, Teachers in Remote Areas, Motivation to Teach, Professional Demands.

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