ABSTRACT
This study investigated the challenges and coping strategies of four locally funded teachers in an integrated school in the District of Leon II using a phenomenological, qualitative approach and in depth interviews through a researcher made questionnaire. The research revealed that these educators lead a "professional double life," navigating heavy workloads, resource scarcity, and the pedagogical duality of teaching both elementary and secondary levels. Findings indicate that while teachers demonstrate high resilience through resource improvisation, self-directed learning, and informal peer support, the lack of structural backing leads to significant stress, burnout, and fragmented professional identities. Consequently, the study proposes the Integrated School Professional Support & Resource Framework (ISPSRF). This framework recommends institutionalizing resource subsidies, reducing ancillary duties, and establishing formal mentorship and specialized training in "dynamic versatility." The study concludes that sustaining quality integrated education depends on proactive systemic support rather than individual teacher endurance.
Keywords: Locally funded teachers, Integrated schools, Challenges, Coping Strategies, Policy, Recommendation
INTRODUCTION
In the Philippines, the Department of Education (DepEd) has increasingly moved toward an integrated model where single campuses serve both elementary and secondary levels to increase geographical access to education.
However, this administrative convenience often places a disproportionate burden on locally funded teachers, who are hired by Local Government Units (LGUs) rather than the national government and frequently lack the standardized support systems provided to their national counterparts (EDCOM II, 2025). This discrepancy creates a "capacity gap," where teachers are expected to meet the same high-level instructional standards for diverse age groups while navigating systemic resource scarcity and lower job security (Fernandez, 2026).
The core of the issue lies in the phenomenon of "Pedagogical Duality," where a single educator must pivot between the high-energy, foundational needs of elementary pupils and the specialized, independent academic demands of high school students within the same workday. Recent research suggests that this constant shifting leads to "instructional friction," a cognitive strain that significantly depletes a teacher's mental bandwidth (Anzano et al., 2021).
Furthermore, the lack of dedicated funding for integrated settings often forces these educators to become "primary financiers," spending their own limited income on Contextualized Learning Materials (CLM) and visual "paraphernalia" to ensure student engagement (Dicdiquin et al., 2025). Without institutionalized support, these teachers face a heightened risk of "Inclusion Fatigue," a specialized form of burnout characterized by the physical and emotional exhaustion of managing multiple cognitive levels and delivery methods simultaneously (ResearchGate, 2026).
Consequently, the study of coping strategies among locally funded teachers is essential to understanding how the Philippine education system survives at the grassroots level. Current literature indicates a shift toward "Social Capital" as a survival mechanism, where teachers build informal "communities of practice" via social media and peer mentorship to compensate for the lack of formal workshops (Timotheou et al., 2022). By examining the specific challenges and adaptive measures of teachers, this study aims to mitigate inclusion fatigue and "instructional friction" by institutionalizing "protected preparation time" and providing specialized training in dynamic versatility, allowing educators to effectively reset their pedagogical approach when moving between foundational elementary needs and specialized secondary demands.
As a permanent elementary teacher in an Integrated School (IS), I see a clear gap between job security and the system’s reliance on “flexible labor.” Due to global teacher shortage, schools have depended more on alternative hiring. However, this has created a divide among teachers within the same school.
As we move into the MATATAG Curriculum (2024–2026), the lack of equal training is very noticeable. I receive formal and structured training, but my locally funded co-teachers-who handle the same workload—often rely only on shared notes or self-study. The large salary gap makes this situation even harder. Despite these challenges, locally funded teachers show strong dedication. They find ways to cope, such as sharing resources and supporting each other. However, many of them take extra jobs to meet their needs, which can lead to exhaustion and burnout.
This situation shows an important need for change. Teachers’ resilience should not replace fair support from the system. Schools need better policies to ensure that all teachers—especially those in uncertain positions—are given equal respect, support, and opportunities.
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