CHALLENGES IN TEACHING SCIENCE IN RURAL SCHOOLS OF BISLIG CITY: A PHENOMENOLOGICAL INQUIRY

Abstract

This qualitative phenomenological study explored the experiences of elementary Science teachers in rural schools in Bislig 2B District, Bislig City, during School Year 2025–2026. It examined the problems faced by teachers and their effects on their beliefs and attitudes toward teaching Science. Five elementary Science teachers were selected through purposive sampling. Data were collected through validated semi-structured in-depth interviews and analyzed thematically using Braun and Clarke’s framework. Five main themes emerged: Resourceful Teaching within Material Constraints; Contextualized and Hands-On Science Learning; Teaching Across Different Learner Needs; Keeping Learners Engaged amid Classroom Realities; and Assessment Beyond Paper-and-Pencil Tests. Participants faced limited laboratory facilities, teaching resources, technology, time, and learner readiness. They responded by using locally available materials, connecting Science to learners’ contexts and everyday lives, adapting instruction to individual differences, using interactive activities, and varying assessment techniques. These experiences shaped their perceptions of relevance, experience, adaptation, collaboration, and lifelong learning in Science, and reinforced the belief that effective teaching does not require complete facilities. They also exhibited positive attitudes characterized by patience, flexibility, resilience, resourcefulness, and commitment to learners. The results suggest that meaningful Science learning can occur despite limited resources when teaching is contextual and hands-on, teachers are resourceful and responsive, and varied assessment strategies are used. Continued institutional and collegial support is crucial. The study recommends strengthening Science resources, teacher professional development, and collaboration among teachers, school leaders, families, and community members to enhance Science instruction and promote meaningful learning experiences for rural elementary learners.

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