Abstract
In many remote schools, a shortage of qualified teachers often leads to the recruitment of non-resident teachers to fill staffing gaps. This study explores the challenges faced by teachers and the quality of their services in remote schools within the Tboli 3 District of the South Cotabato Division. A total of 68 non-resident teachers, each having at least one year of experience in these schools, took part in the study, which employed a quantitative, descriptive-correlational approach. The analysis revealed a diverse profile: most teachers are female middle aged, with 5-6 years of service. Travel times are significant, with many spending over 120 minutes or between 75-98 minutes commuting. Challenges related to resources, cultural differences, and language barriers are experienced to a moderate extent. Security concerns are less an issue. Overall, the challenges faced are rated as moderate. In terms of service rendered, teachers excel in several areas: Learning Environment, Diversity of Learners, Curriculum Planning, Assessment and Reporting, Community Linkages, Professional Engagement, and Personal Growth and Professional Development, and Content Knowledge and Pedagogy, all rated very satisfactory. The research found that although individual profile characteristics greatly influence the challenges faced, there is no notable relationship between these challenges and the level of service delivered.
