The Narratives of Teachers in the Hinterland Schools: Basis for Management Plan

This qualitative study narrates teachers’ stories and lived experiences in hinterland schools. There is a massive gap in delivering high-quality education in the hinterland for a variety of reasons, including the teachers' lack of contextualization, connections, integration of cultural values in the classroom, ignorance of IP needs, and the lack of a clear vision for their empowerment that takes into account the entire community and support network, among others. By understanding teachers' experiences in hinterland schools, policymakers and educators can create strategies to support and enhance the quality of education in these remote areas. Based on the four themes of Place-based Education theory, the study aims to understand teachers' experiences in hinterland schools better and identify effective strategies for supporting professional development and well-being. This study uses a qualitative research design. This study used purposive sampling as a technique in qualifying participants from Moalboal’s hinterland schools. The findings revealed that teachers' perspectives on rural education are influenced by their social, personal, and professional experiences. The interaction between teachers and the community is crucial in supporting student learning. The study revealed that personal well-being, time management, and differentiated instruction could improve access to quality education for students. The study on teachers’ narratives in the hinterland schools revealed a need for increased communication and collaboration between team members and a focus on developing a more positive and supportive team culture.