Uncovering the Career Development Experiences in Remote Areas: Elementary School Teachers in Focus
Joseph Aris Roem Maglente, Josephine Baguio
Received: 04 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 17 February 2026
DOI: https://doi.org/10.66074/Y5T4R3E2W
Abstract
This phenomenological study examined how elementary school teachers in remote areas of Mati North District, Division of the City of Mati, experienced career development under conditions of geographic isolation, constrained access, and uneven institutional support. Ten public elementary school teachers with at least three years of service in remote schools participated in in-depth interviews. The study used purposive sampling and thematic analysis to identify patterned meanings across participants’ accounts. Three clusters of findings emerged. First, teachers described career development as constrained by limited access to professional development opportunities, geographical isolation and logistical difficulties, and inadequate institutional support. Second, they responded through three practical strategies: attendance in local training opportunities when available, reliance on collaboration and support networks, and self-initiated professional growth through personal study and experimentation with teaching practices. Third, their reflections pointed to resilience and perseverance, the value of community support, and a sustained commitment to lifelong learning as central to professional survival and growth in remote contexts. The findings show that career development in remote schools is shaped not only by individual motivation but also by the structure of access, mentorship, recognition, and professional community available to teachers.
Keywords: career development, elementary teachers, phenomenology, remote areas, resilience
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]