LIVED Experiences of Basic Education Volunteer Teachers in Far-Flung Areas of Agusan Del Sur: A PHENOMENOLOGY

Abstract

Recruiting volunteer teachers who are undertrained, unemployed, underpaid, often younger, and inexperienced has been the primary solution to the teacher shortage amid the surge in the learner population. Thus, this study employed a qualitative research design, specifically a phenomenological approach, to explore and understand the lived experiences of volunteer teachers in the country. It involved certified Basic Education volunteer teachers in far-flung schools with at least 3 years of teaching experience. These teachers are compensated by the parent-teacher association, the Monetary and other Operating Expenses budget, and the barangay, municipal, and provincial special education funds, purposively chosen and interviewed through Focus Group Discussion and In-Depth Interview. Thematic analysis revealed challenges such as encountering inconveniences and hazards along the way to school, limited resources, multitasking, multigrade teaching, and mixed emotions. To cope, teachers designed complex and flexible pedagogical approaches, demonstrated a passion for teaching, embodied empathy, and prepared themselves physically, emotionally, and mentally. The study highlighted the need for holistic development programs and sustainable support from school administrators for volunteer teachers. These findings can help the Schools Division of Agusan del Sur and the Department of Education to develop programs to maintain competent, motivated volunteer teachers and sustain their passion for teaching.