ABSTRACT
This study explored the lived experiences of Aklanon teachers in remote secondary schools in relation to their decisions to stay or request reassignment. Anchored on Push-Pull-Mooring (PPM) Theory and Job Embeddedness Theory, the study employed a qualitative descriptive phenomenological approach. Six (6) teachers from selected remote schools in the Schools Division of Aklan were purposively selected as informants. Data were collected through in-depth semi-structured interviews, field observation, and photo documentation, and were analyzed using Colaizzi’s method. Findings revealed that Aklanon teachers’ experiences were shaped by a dynamic interplay of push, pull, and mooring factors. Push factors, such as geographical and travel challenges, financial burden, and limited educational resources, create pressures to consider reassignments, while pull factors, including the desire for proximity to family and desire for a better working condition, directed teachers toward favorable working environment. Despite of these challenges, mooring factors, such as career stability and permanency, dedication and passion for teaching and support from school and community anchored teachers to remain in their current school assignments. Overall, Aklanon teachers’ lived experiences reflect a continuous interplay between the desire to leave and the decision to stay, reflecting resilience, sacrifice, and commitment. The findings also highlighted a gap between policy and practice, particularly in implementation of the Special Hard Ship allowance (SHA), where schools classified as “accessible” still present significant challenges. Based on these findings, a program was proposed to support policy review, enhance teacher retention, and improved teacher well-being in remote secondary schools.
Keywords: Lived experiences, remote secondary schools, teacher retention, teachers’ reassignment, Aklanon teachers
INTRODUCTION
Teaching experiences are diverse and unique, as each teacher has their own story to share reflecting the realities on their professional journeys. Teachers assigned to remote schools face distinct experiences that shape both their professional and personal lives. According to Brillantes and Nebria (2021), educators assigned in this area encounter transportation difficulties, inadequate resources, and professional isolation that may affect their career decisions. While some teachers embrace challenges and remain committed to their assigned schools, others choose to request reassignment.
Several studies highlighted various factors associated with teachers in remote schools, including transportation problems and safety concerns (Equipado and Gilbas, 2021), subject specific difficulties (Basister Jr. And Motus, 2023), the impact of working condition and resource limitations (Maghanoy, 2021), and inadequate access to professional development opportunities and instructional technology (Friesen et al., 2012). However, limited studies conducted to explore how these factors, as part of teachers lived experiences in relations to their decisions to stay or request reassignment in remote schools, particularly in the context of secondary school in Aklan.
In the national context, the Second Congressional Commission on Education (EDCOM II) (2024) emphasized that the Philippine educational system continues to face significant challenges especially in Geographically Isolated, Disadvantaged and Conflict-Affected Areas (GIDCA). Teachers in this setting often endure excessive workloads, lack of infrastructure, and inadequate supports, leading to teacher migration. These findings underscored the need to strengthen teacher motivation, enhance support systems and retention policies to ensure that competent teachers continue to serve in hard-to-reach schools.
To address these gaps, the Department of Education (DepEd) launching the Last Mile School (LMS) Program through DepEd Memorandum No. 59, s. 2019, aiming to provide adequate infrastructure, instructional materials, and enhance access to education in remote communities. Despite of these efforts, many LMS schools continue to experience persistent challenges, including poor road access, intermittent power supply, limited connectivity and insufficient teaching personnel. Such conditions hinder the delivery of quality education and contribute to the difficulties faced by the teachers assigned in these remote areas (Department of Education, 2019). Moreover, while policies such as provision of hardship allowances under the DBM-DENR-DepEd-DILG Joint Circular No. 1, s. 1990 exist, many teachers report that these benefits were insufficient to compensate for the demands and risks associated with remote assignments.
In a related study, Lingo and Garcia (2025) explored the lived experiences of teachers assigned in the last-mile schools in the Philippines, revealing themes of compassion, sacrifice, and perseverance amid limited resources and personal hardship. However, the study also highlighted the need for stronger systemic support and responsive policies. Anchored on DepEd Order No. 42, s. 2017 – the National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) and aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4(Quality of Education), this study aims to explore the factors that influence the lived experiences of Aklanon teachers in relation to their decisions to stay or request reassignment in remote school settings. It also seeks to generate a meaningful insight that can be used to provide a recommendation aimed to improve teachers’ retention and support mechanism in remote secondary school.
“Limog nga Nagapanaghoy sa Tunga it Kabukiran” (Echoing Voices in the Midst of the Mountains) symbolizes the silent struggles, resilience, and dedications of these Aklanon teachers in remote secondary schools. It further represents the voices that seek to be heard and the inner calls that influence their decisions to stay or request reassignment. These voices reflect the underlying conditions shaping their lived experiences that underscore the need for more responsive support systems and policy interventions.
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