IMCC Journal of Science

Abstract: 

This qualitative study explores the lived experiences of five teachers serving in remote schools in the North I District of Iligan City, focusing on their motivations, challenges, and sustaining factors. Using in-depth interviews, the research highlights the interplay of personal, professional, and contextual influences on teachers’ continued service in underserved areas. Key themes emerged, including personal fulfillment from observing student progress, emotional rewards from community impact, and a strong passion for teaching supported by deep community connections. Participants emphasized the critical role of administrative support, mentorship, and positive student interactions in sustaining their dedication. Despite encountering challenges such as resource limitations, professional isolation, and systemic constraints, these teachers demonstrated remarkable resilience. The findings underscore the importance of intrinsic motivation, community engagement, and supportive institutional structures. The study advocates for targeted professional development, improved administrative policies, and strengthened school-community partnerships to support both experienced and new teachers in similar contexts. By amplifying teachers’ voices, this research provides actionable insights for policymakers and stakeholders seeking to enhance teacher retention, educational quality, and stability in remote regions.

Keywords: community engagement, intrinsic motivation, professional development, teacher retention