Voices From Afar: A Qualitative Inquiry into the Experiences of Teachers in Remote Schools

The education system thrives on the dedication and passion of its teachers; however, teaching in a remote school setting presents unique challenges that significantly impact teachers' professional experiences and well-being. This qualitative-phenomenological study explored the lived experiences of teachers teaching in remote schools, focusing on their challenges, coping strategies, and insights. The study was supported by Bandura's Self-Efficacy Theory (1997), emphasizing the critical role of teachers' confidence in overcoming challenges and improving student outcomes, particularly in remote areas. The participants of this study were six (6) teachers from a remote school setting selected through a purposive sampling technique. The research utilized semi-structured interviews with open-ended questions to gather rich data. The results of the study revealed three (3) major themes in the challenges experienced by the participants; these include the inconvenience of traveling to and from, limited resources available, and difficulty in adapting to the new environment. For their coping strategies, teachers highlighted accepting the challenges, being flexible and adaptable, and building relationships with students, colleagues, and the school community as keyways to manage their circumstances. Finally, for the insights, teachers noted that their experiences developed patience and adaptability, called for the localization of teachers’ assignments, and taught them to be appreciative of the situation. The findings provided a deeper understanding of the unique struggles and growth of teachers in remote areas, emphasizing the need for systemic support to address their challenges and improve their working conditions. Moreover, understanding their experiences can enhance their professional satisfaction and overall well-being, ultimately benefiting both their personal and professional lives.