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Sincua Primary School


The qualitative study aimed to determine memorable experiences of teachers assigned in lowland, upland, and island schools as bases for wellness program. In-depth interview was used to gather data with phenomenology as research designed. There were 15 participants’ teachers assigned in the different areas of the 5th District of Iloilo. The results showed that the feeling of happiness, support extended, and learners’ attitude and behavior are considered memorable experiences for teachers assigned in upland area. Home visitation, stakeholder’s participation, and challenging experiences were memorable for teachers in lowland while transportation and relationship with community were memorable for teachers in the island. Teachers assigned in upland, lowland, and island schools had their fair share of challenges from stress, multitasking, poor internet connection, task management, lack of budget and difficulty in teaching while teaching in their designated areas. To manage those challenges, teachers employed various coping mechanisms. They utilized effective time management and effective communication with stakeholders. They also learned to be positive, resourceful, and adaptable in order effectively manage these challenges. Given the findings of the study, a wellness program was proposed for teachers assigned in upland, lowland, and island schools.

Keywords: Memorable Experiences, Teachers, Lowland, Upland, Lowland and, Island Schools, Wellness Program



Education in remote areas is a worldwide issue especially since remote areas are home to 46% of the worldwide population, and to 23% of the European population (Chunling, 2011). However, serious educational inequalities exist between remote and urban schools, which have serious long-term social and economic consequences (Braun et al., 2006).

One of the main educational inequalities that teachers in remote areas face is that of their professional development. Since it is not always easy to travel long distances to attend professional development workshops and presentations, remote teachers miss out on many of the training and other opportunities that are available to teachers in other settings (Kelly and Forgaty, 2015).

This disadvantage leads to serious inequalities since research has consistently shown that effective professional development is strongly linked to improved student outcomes (Smith Gillespie, 2007; Hattie, 2009) and that it plays a major role in the success of high-performing, high-needs remote schools (Barley and Beesley, 2007). However, very little is known about the factors that are associated with teacher professional development in remote regions, beyond their geographical isolation (Arnold et al., 2005; Glover et al., 2016).

Experiences play a vital part in the daily lives of people. As working professional teachers, we all go through life progressions, and each person has their way of dealing with their lived experiences. The dangerous battle of experienced teachers as individuals is scrapped inside the classroom and in human hearts. They struggle with fear, disappointments, stress, a lack of self-confidence, feelings of incompleteness, dependency, and the inability to cope with the conditions in their daily lives. While these experiences and challenges can defeat everyone, they can also catalyze enhancement in preparation for the promising development in the cognitive, spiritual, social, personal, and understanding of one's professional opportunities and trials (Bilbao, 2012).

As a result, teaching is more than just a fine profession; it is a mission, and it is motivated by commitment and dedication rather than money.

Teaching aimed at bringing meaningful learning and intention of facilitating learning. Teaching entails giving of oneself to others in the hopes that perhaps, the piece one provides will grow in the heart of another and, more crucially, that it might cause other people to blossom.

The passion of teaching and calling to be the agents of change, the teachers endure hardship and risks to deliver the quality education to every learner (Passion for Teaching, 2022).

Furthermore, teachers are essential players in promoting quality education, whether in school, college or university. They work as catalyst of change.

In this study, the researcher explored the real experiences of fifteen teachers who are teaching in the different areas in the 5th District of Iloilo.

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