ABSTRACT
This study investigated the lived experiences of island school teachers as bases of technical assistance in Concepcion, Iloilo. Ten teachers who were purposefully chosen took part in in-depth interviews. Thematic analysis of interview transcripts was done to identify the emerging themes. Findings showed the logistical challenges and emotional complexity that teachers encounter while deployed, the changing emotions and job reality of teachers, the adaptability and creativity in teaching as well as commitment and passion for teaching, the limited resources and facilities as well as transportation and geographical challenges, and the community and relationship building, personal sacrifices, and resilience. A technical assistance provision, a comprehensive program that addresses the academic, emotional, logistical, and community participation needs of island teachers, was developed based on the findings. Bolstering support networks, upgrading facilities, and improving teacher retention and well-being in remote inland, highland and island schools was recommended in the study.
Keywords: Island Schools, Island School Teachers’ Experiences, Thoughts and Feelings, Technical Assistance
INTRODUCTION
In remote and resource-constrained areas, island school instructors are essential to providing high-quality education. Teachers in Concepcion, Iloilo, deal with particular difficulties that come with teaching in isolated island schools, such as multigrade classrooms, a lack of teaching resources, and erratic access to internet and energy (Sente & Gorriceta, 2022). Due to these circumstances, educators must constantly modify their pedagogical approaches, exhibiting ingenuity, fortitude, and dedication to the education of their students in spite of severe limitations. Island school teachers' lived experiences are shaped by these professional demands, which have an impact on their general efficacy, job satisfaction, and ability to serve the community.
Teachers' personal and professional experiences are further influenced by the socioeconomic and environmental circumstances of island communities. Typhoons and flooding are common natural calamities that impact school operations, transportation, and the general safety of teachers and students in Concepcion and the surrounding islands (Geges, 2023). Teachers must also negotiate community relations, environmental knowledge, and local expectations against a complicated backdrop created by the biological value of the surrounding maritime environment and reliance on coastal resources for livelihoods (Fernandez-Abila, Fernandez, & Subade, 2023). The unique life experiences of island school teachers are influenced by the interaction of these environmental and social elements.
According to recent studies (Bagsit, Pavo, Jover, & Tumabiao, 2025; Ungkakay-Bagsit, Badayos-Jover, Pavo, & Cambronero-Tumabiao, 2025), island communities already faced difficulties related to food security, health, and resource access that were made worse by external crises like the worldwide pandemic. In these situations, teachers have to deal with more than just classroom duties. They also have to deal with the larger social and economic issues that the communities they serve face. Developing focused technical assistance programs that can enhance their teaching effectiveness, emotional well-being, and professional development requires an understanding of their thoughts, feelings, and experiences. In order to give empirical insights that guide initiatives for improving teacher preparedness, resilience, and overall performance in island schools in Concepcion, Iloilo, this study looked at these elements.
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