Abstract
This phenomenological study aimed to explore and understand the lived experiences of newly hired elementary teachers in far-flung areas. Using purposive sampling, the participating 14 newly hired elementary teachers from seven different public schools were identified. All of them participated in the in-depth interviews. Results revealed the experiences of the participants: struggle in transportation, adjusting to new environment, contextualizing lessons, language barrier, difficulties of internet connection and electricity, and lack of resources. In response to the challenges they have encountered, they deemed the following coping strategies essential: professional development and skill enhancement, accepting the reality, good communication with the colleagues, cultural sensitivity and understanding, emotional resilience and well-being, and drawing strength from one’s source of inspiration. Upon reflecting on their entire experiences, they arrived at the following insights: prevalence of slow learners in far-flung schools, bridging the learning gap, importance of patience, and Imparting knowledge and sacrifices. The results of this study were anticipated to be meaningful and important to the participants, teachers, students, and researchers.
