Abstract
This research aimed to explore the lived experiences of volunteer teachers currently serving in San Benito National High School-Siargao Island, Surigao del Norte. One (1) male volunteer teacher and two (2) female volunteer teachers who have five (5) years of experience, were taken as informants through a focus group discussion and a recorded one on one interview. The researcher made a Grand Tour Question as an instrument for the informants to answer regarding the said study, and Colaizzi’s (1978) strategy for phenomenological data analysis was used to analyze the gathered data. In the analysis of qualitative data, significant statements were identified. Meanings were then formulated to start merging the formulated meanings into clusters of themes. seventeen (17) theme clusters emerged from the formulated meanings and six (6) themes that emerged after grouping the theme clusters. The six (6) themes that emerged from the theme clusters were: Resource Limitations, Emotional and Physical Demands, Cultural and Geographic Barriers, Adaptation to Challenges, Strategies to Manage Obstacles and Aspirations for Growth. Findings revealed that Challenges were multifaceted and deeply rooted in systemic gaps. Informants experienced resource challenges such as lack of salary, insufficient teaching materials, and personal financial strain but developed coping mechanisms such as prayer, self-discipline, and perseverance. Volunteer teachers relied on trial-and-error learning, peer support, and intrinsic motivation to remain resilient amidst hardship. Their ability to adapt not only reflected personal strength but also their deep commitment to their role as educators in underserved areas. Additionally, the study also highlighted the volunteer teachers’ strong Aspirations for personal and professional growth. all informants were driven by the hope of completing graduate studies and attaining permanent position within the confines of the Department of Education. Conclusion drawn resonated that volunteer teachers have an important but often overlooked role in the educational system. They still work under difficult conditions that need urgent reforms and better support. Recommendations include filling resource gaps, improving teacher well-being with financial and emotional support, providing trainings, and creating clear paths for career advancement.
