Looking through the Lens of Teachers’ Life- work in Far-Flung Areas: A Hermeneutic Phenomenological Study

Abstract

This study is qualitative research using hermeneutic qualitative phenomenological design which aimed to interpret the life-work experience of teachers in far-flung areas. The objective of this approach was to analyze the life-work experience of teachers. The aforementioned experiences of the participants reflect their real-life work encounters, thereby facilitating the formulation of conclusions regarding the nature of far-flung areas as a phenomenon. The objective of this study was to analyze the work experiences of teachers with a specific focus on Bagong Elementary School and Magaswe Elementary School. Teachers who are employed in far-flung locations have faced a multitude of difficulties. By employing the hermeneutic phenomenological approach, researchers have interpreted and analyzed their experiences. Findings indicate that teachers exhibit varying levels of experience and distinct challenges when teaching in far-flung schools. The professional experiences of teachers throughout their careers were Teaching: A fusion of gratitude and dedication, the greatness of community, and gratifying experience. Moreover, the greatness of community that works together in harmony and unity elucidates the support they received from the community, and teacher’s gratifying experience who ignites the flame of knowledge in the eager learner gives rewarding for the teachers when they see the eagerness of the pupils to learn. Regarding on challenges, remoteness and inadequate resources were the Arduous journey experienced by the participants, prevalent among all teachers assigned in these locations. The study found that far-flung school teachers are intrinsically motivated despite their daily challenges. Their psychological resources—passion, grit, love for their pupils, and community support—give them intrinsic incentive to overcome work challenges.  Insufficient educational learning resources must be addressed to help teachers deliver lessons efficiently. Thus, far-flung schoolchildren receive the same educational resources as urban schoolchildren. This can encourage far-flung teachers to appreciate their jobs and stay.