Why We Stay: Lived Experiences of Public Elementary School Teachers Working in Hinterland Schools
Genalyn Borraska, Josephine Baguio
Received: 05 January 2026; Revised: 15 February 2026; Accepted: 19 February 2026; Published: 22 February 2026
DOI: https://doi.org/10.66074/JU65KI43
Abstract
Teacher retention in remote schools shapes educational equity, yet persistence drivers remain underexplored in the Philippines. This phenomenological study explored why ten public elementary teachers remain in hinterland schools of Davao City despite profound material, cultural, and geographic constraints. Reflexive thematic analysis of in-depth interviews revealed that teachers face severe logistical and infrastructural challenges, which they navigate through adaptability, robust community support, and personal resilience. Their enduring commitment is deeply rooted in a strong sense of vocational purpose, community service, and opportunities for ongoing growth. Ultimately, the findings suggest that fostering teacher retention requires policy actions combining material provisions with relationship-based community engagement and continuous professional learning to sustain teacher autonomy, competence, and relatedness.
Keywords: hinterland schools, phenomenology, rural education, teacher resilience, teacher retention
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026