ManuScript Details
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Paper Id:
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IJARW2731
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Title:
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NAVIGATING CHANGE: TRANSITION OF EDUCATORS MOVING FROM URBAN TO GEOGRAPHICALLY CHALLENGED SCHOOLS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 1 |
| Pages: |
7
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| Published On: |
7/16/2025 10:25:22 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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BERNARD JOEY L. BOQUILA |
| Institute: |
DEPARTMENT OF EDUCATION |
Co - Author Details
| Author Name |
Author Institute |
| James l. paglinawan |
Central Mindanao University |
Abstract
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Research Area:
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Education |
| KeyWord: |
Transition of educators, Urban to Geographically Challenged Schools |
| Abstract: |
The issue of ensuring equal access to quality education for children in geographically challenged schools continues to be a major concern in the Philippines. Most schools are found in remote, mountainous, or underserved areas and hardly ever have qualified teachers and essential resources. To remedy these inequalities, the education authorities assign teachers from urban areas to schools in rural or hard-to-reach areas to further the principle of educational equity and improve learning outcomes for every student. Although most policy efforts have been onto the redistribution of teachers from urban to geographically challenged schools, limited qualitative research has recorded the experiences, struggles, and coping strategies of such teachers. Most studies fall short of capturing the complexities of emotional, social and professional adjustments needed, nor the particular kinds of support that might have helped enable them to succeed in adaptation.
Ensuring equal access to a quality education continues to be in concern in the Philippines, as far as geographically challenged schools are concerned. These schools are usually in remote, mountainous, and underserved areas, and they do experience very severe shortages of qualified educators as well as basic resources. To fill the educational gaps, education authorities usually reassign teachers from urban centers to rural or difficult-to-reach areas to uphold and support the principle of educational equity and improve learning outcomes for all students. The redistribution of teachers from urban to geographically challenged schools has captured much of the attention of policy efforts, yet there still remains limited qualitative research that explores the lived experiences and struggles or coping strategies of teachers who have come to work in such urban-rural or geographically challenged school settings. Most studies fail to account for the complexity of emotional, social, and professional adjustments involved and also for the specific types of support that might have helped them to adapt successfully.
This study aims to identify the reasons behind the transfer of educators to geographically challenged schools, examine the challenges they face, explore their coping mechanisms, and provide recommendations for teachers transitioning from urban to these environments. Employing a qualitative research design, the study utilizes in-depth interviews with teachers assigned to geographically challenged schools in selected rural and remote areas of the Philippines. Thematic analysis is applied to uncover common themes related to transfer motivations, struggles, coping strategies, and advice for future transferees.
Findings from this study underscore the need for comprehensive support systems that go beyond the mere provision of materials. Future research should focus on developing targeted interventions such as enhanced training, community immersion programs, and sustained mentorship to better prepare and support teachers in geographically challenged schools. Policymakers are encouraged to adopt holistic strategies that address both logistical and psychosocial needs, ensuring that efforts toward educational equity are matched by teacher well-being and professional growth.
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Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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BERNARD JOEY L. BOQUILA, James l. paglinawan, "NAVIGATING CHANGE: TRANSITION OF EDUCATORS MOVING FROM URBAN TO GEOGRAPHICALLY CHALLENGED SCHOOLS", International Journal Of All Research Writings,
vol. 7, no. 1, pp. 220-226, 2025.
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MLA
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BERNARD JOEY L. BOQUILA, James l. paglinawan "NAVIGATING CHANGE: TRANSITION OF EDUCATORS MOVING FROM URBAN TO GEOGRAPHICALLY CHALLENGED SCHOOLS." International Journal Of All Research Writings,
vol 7, no. 1, 2025, pp. 220-226.
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APA
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BERNARD JOEY L. BOQUILA, James l. paglinawan (2025). NAVIGATING CHANGE: TRANSITION OF EDUCATORS MOVING FROM URBAN TO GEOGRAPHICALLY CHALLENGED SCHOOLS. International Journal Of All Research Writings,
7(1), 220-226.
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NAVIGATING CHANGE: TRANSITION OF EDUCATORS MOVING FROM URBAN TO GEOGRAPHICALLY CHALLENGED SCHOOLS
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Last downloaded on 21/07/2025
NAVIGATING CHANGE: TRANSITION OF EDUCATORS MOVING FROM URBAN TO GEOGRAPHICALLY CHALLENGED SCHOOLS
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