Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 9 (2025)

Remote Teaching Realities of Newly Hired Teachers: A Phenomenology

Yllenor Gabales | Chrislie Mae Mariquit | Kyla Carba | Elaiza Mae Badonio | Jasmin Cardeño | Angel Mae Abrenica | Jellypie Velos | Allison Tabanao | Roselyn Pelegrino | Merelyn Gallosa | Jayseife Languita | Crisha Marie Dagooc | Elisa Tapales | Cyril Cabello

Discipline: Education

 

Abstract:

This study explored the real-life experiences of newly hired teachers assigned to remote areas. While some research has been done on teaching in challenging locations, there is still limited focus on the specific struggles and adjustments that new teachers face when working in hinterland schools. This study used a Descriptive Phenomenology approach anchored on the Thematic Analysis of Braun and Clarke. This study focused on the five newly hired teachers working in geographically isolated parts of Southern Cebu Province who agreed to participate the study. Through careful analysis of their shared stories and lived experiences, six key themes generated and abbreviated as REMOTE which stands for Relevant Technologies in the Mountain School, Expediency for Professional Development, Multi-grade Reality, Overcoming Classroom Diversity, Tenacity in the Workplace and Exhaustion of Resources. These themes reflect the challenges of the newly hired teachers, including coping mechanisms with limited teaching and learning resources, dealing with difficult transportation, adapting to multi-grade classrooms, and navigating a lack of institutional support. The findings highlight an urgent need for targeted continuous professional development key indicators, better access to educational resources, and stronger support systems ensuring that newly hired teachers in remote areas are well-prepared and empowered to succeed in their career delivering quality education.



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