ABSTRACT
The qualitative research using phenomenological research design aimed to determine the teachers’ challenges on sea levels and weather conditions in island schools in the District of Ajuy II during the School Year 2023-2024. The study used a researcher made interview guide for the twelve (12) teachers in island schools of the Schools District of Ajuy, Cluster II as the participants of the study. To ensure the reliability and validity of the data-gathering instrument, it underwent face and content validation by a panel of experts. Subsequently, the study utilized thematic analysis as the descriptive data analysis approach. The in-depth interviews revealed that teachers in island schools faced numerous challenges related to sea levels and weather conditions, such as impassable school gate entrances, safety concerns while traveling, and frequent class suspensions. To cope with the challenges, teachers employed innovative strategies, including taking alternative routes, wearing life jackets for safety, using mobile phones and social media platforms, and using modular distance learning.
Keywords: Challenges, Coping Strategies, Sea Levels, Weather Conditions, Island schools
INTRODUCTION
Teachers teaching in island schools face unique challenges due to the geographically remote nature of their educational environments. Island schools, which are surrounded by sea, face unique challenges that greatly affect professional development, teaching methods, and student learning outcomes. The impact of sea levels and weather conditions can disrupt teaching and learning, as well as pose safety risks to students, staff, and school infrastructure.
These environmental challenges disrupt daily school operations, leading to delays, safety concerns, and increased absenteeism (Garcia & Santos, 2021).
Rising sea levels also often impair the structural integrity of school buildings, requiring continuous repair and adjustment to provide safe learning settings (Lopez et al., 2020).
The various challenges teachers face in island schools can have an adverse effect on teachers’ general well-being and work-life balance.
To improve educational resilience and promote effective teaching practices, it is essential to learn about the particular challenges faced by teachers in island schools as well as the coping strategies they use.
The study aimed to investigate the challenges encountered by teachers in island schools. It also analyzed the strategies used by teachers in addressing these environmental challenges. The result of the study may provide a foundation for policy suggestions to improve the circumstances and professional development of teachers in island schools.
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