Lived Experiences of Muslim Teachers in Non-Muslim Schools in the Advent of Ramadan

Muslim teachers working in non-Muslim schools navigate complex challenges during Ramadan, where religious obligations intersect with professional responsibilities. This study examined the lived experiences of fifteen Muslim teachers from selected elementary and secondary schools in the Sultan Kudarat Division during the 2024–2025 school year. Employing a phenomenological approach and semi-structured interviews, the research examined how fasting, prayer observance, and dietary restrictions shaped their teaching practices in predominantly Christian institutions. Findings reveal that while teachers adopt strategies such as simplifying lessons, resting during breaks, and relying on faith for resilience, they continue to encounter difficulties due to the lack of prayer spaces, rigid schedules, and limited institutional awareness. Despite these constraints, the study highlighted positive outcomes, including enhanced time management, emotional control, and opportunities for interfaith dialogue. Findings underscore that supportive gestures from administrators and peers foster inclusivity; however, systemic challenges persist due to the absence of clear school policies. Recommendations include institutionalizing policy guidelines, providing prayer facilities, integrating cultural awareness programs, and promoting interfaith dialogue to strengthen inclusivity and uphold the constitutional right to religious freedom.