Taeachers Teaching in Hinterlands
Taeachers Teaching in Hinterlands
Taeachers Teaching in Hinterlands
CANETE, MILLENE V.
NOVEMBER 2021
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
INTRODUCTION
Schooling is very vital for a person's success in life. It can give a huge impact on human
opportunities in continuing their life quality. With good education can generate better life and can
contribute literally to become a good citizen in the eyes of the society which can bring economic
wealth, social prosperity, and political stability. Financial and social stability depends on
managing quality of life. The right education coupled with excellent facilities and a champion for
child-friendly school can help one’s individual eagerness to learn especially in the hinterlands.
Quality education is vital in these rural areas particularly in the far-flung areas where vulnerable
and deprived individuals are situated in that particular place. To help them out and to escape from
deep poverty, build up harmony, democracy, and likewise peaceable society then education is the
key. Education is additionally capable to offer power for them to voice out their views, expose to
their real potential, lead them to become a far better person, and widen their views in certain
For decades, teachers are contributing greatly to shaping our future through harmony,
wisdom, and intellectual adventure. A teachers' role in society is to help our youth grow and
supplant their understandings of the principles of life may it be in low land or upland areas.
Equipped with skills and their passion to serve and touch the lives of their pupils, teachers are
always ready to give their best in the love of teaching even though, some are struggling in remote
areas. Furthermore, it is more important to teach young learners to develop a reliable compass
and navigation tools to find their own way in a world that is progressively more complex,
In these spectacular times on the emergence of the COVID-19 pandemic teachers and
students are struggling to combat this worldwide health phenomenon. The cancellation of face-to-
face classes is a great challenge especially for those who are livingin the hinterlands where
electricity and the cause of living are limited. If the suspension of face-to-face classes will
continue to soar, then the major loser in the context is the learners. Learners must be given due
attention to how to improve their ability, knowledge, and skills, especially in vulnerable and
deprived areas. In fact, Passos (2019) emphasizes that the majority of pupils show a lack of
interest, poor participation, and lack of comprehension in answering their printed modules. He
even cited that the academic performance among pupils living in both rural and urban areas is
also a problem until today. The scenario mentioned above happens due to a lack of teachers'
supervision and school support and it is a continuing gap if not given due importance and
This study, therefore, aims to determine the underlying lived experiences of teachers
teaching in hinterlands. The study also focuses on determining their perceived challenges, threats,
and coping strategies on how they overcome those issues despite pandemics. The researchers are
very eager also to know the commitment and compassion of teachers teaching specifically in
hinterlands. Moreover, the gaps that need to address by this study is how this teacher teaching in
hinterlands supervise their learners despite health emergencies. Likewise, how they coping up
despite all odds. These theories and assumptions are left unanswered if no research would address
This research understanding will seek to investigate the lived experiences of teachers
teaching in hinterlands.
1. To determine the lived experiences of teachers teaching in hinterlands based on their perceived
Theoretical Framework
issued this model in 1984, getting his guidance from other great theorists including John Dewey,
Kurt Lewin, and Jean Piaget. The experiential learning theory mechanisms divided into four
stages such as concrete learning, reflective observation, abstract conceptualization, and active
experimentation. The first two stages of the cycle involve grasping an experience, the second two
focus on transforming an experience. Kolb argues that effective learning is seen as the learner
goes through the cycle and that they can enter into the cycle at any time.
He asserted that concrete learning is when a learner gets a new experience or interprets an
experience in a new way. The reflective observation comes next, where the learner reflects on
their experience personally. They utilize their experiences and understandings to reflect on what
this experience means. Abstract conceptualization transpires as the learner forms new ideas or
adjusts their thinking based on the experience and their reflection about it.
Furthermore, active experimentation is where the learner applies the new ideas to the
world around them, to see if there are any modifications to be made. This process can happen
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
over a short period of time, or over a long span of time. Kolb pass on to explain that learners will
have their own preferences on how they enter the cycle of experiential learning and that these
preferences link to a learning cycle. Kolb’s ELT theory is timely in these pandemic times where
learners can greatly experience a self-learning approach by doing their daily tasks in answering
printed modules, listening to radios, watching academic scenes, and even connecting to the
internet just to complement the academic trends this time of health emergencies. As such, it is
also applicable to teachers as learners specifically in these pandemic times. Furthermore, teachers
in hinterlands can adopt also by utilizing this Kolb’s theory considering that they are still learning
using their individual experiences in their local environment or assigned area where drastic and
abrupt changes in terms of physical set-ups are unstable, peaceful, and safe environment is still in
question, and even financial support while assigned in the far-flung areas are still not enough.
This study primarily focuses to investigate the lived experiences of teachers teaching in
hinterlands and by knowing also their perceived challenges, threats, and coping strategies while
This study utilizes a qualitative approach by identifying thematic insights coming from
Pre-planned interviews directed with guide questions will be used in this study.
The participants of this study will be the teachers teaching in hinterlands with the
he/she was deployed in a school qualified for hazard pay to be considered hinterlands, could be
Department of Education. The study can provide information that may be used as a
basis for further policy formulation and for the improvement of the academic curriculum. This
can also help in identifying the appropriate qualifications and the level of competency of the
School Administrator. The data to be gathered in the study will enable the school
administrators to provide appropriate steps that will lead to the improvement of the teachers’
Furthermore, the level of competence of teachers on the various knowledge concepts and skills
needed in teaching can serve as the basis for the administrators in planning courses, school
learning action cells, and in-service training programs. Priorities are directed towards the current
Hinterland Teachers. This study can give in-depth understanding and information of the
teachers assigned in the rural and hinterlands area of their role and behavior that influence the
pupils’ success. The results of this investigation will contribute to the improvement of the
subjects taught specifically modular-based instructions. The study could also give information on
the process by which the teachers select and identify practices that helps to promote subjects’
Definition of Terms
Hinterland. Upper portion of the land or an area that is not close to any cities or towns: a
a representation of the experiences and choices of a given person, and the knowledge that they
gain from these experiences and choices, (Given 2008) and (Chandler & Munday, 2011). While
Marshall and Rossman (2011) defined it as the category of qualitative research together with
those that focus on society and culture and those that focus on language and communication.
In this study, this term refers to the lived experiences of the teachers teaching in
hinterlands are the main subject of this study. Furthermore, the goal of this research is not only to
understand individuals' lived experiences as facts, but to determine the understandable meaning
This review presents theoretical knowledge to back up the information needed in this
Based on the study of Bukidnon State University- Cagayan de Oro City External studies
show that teaching strategies are the main objective to attain academic success specifically in
teaching hinterlands learners. Their study focuses on determining the different difficulties
encountered by the teachers teaching in the hinterland. Random sampling was used in their study
utilizing the different schools located in different locations and reliably classified as the
hinterland schools. Other research findings tell that teacher were worried about the safety of their
local environment. Great sacrifices were endured by the teachers who were assigned in the far-
flung areas. Personal money was also sacrificed since the hazard pay was not given on time
instead, they receive it yearly. Nevertheless, living away from home especially teachers who had
a family is in great sacrifice and a great doomed for them in which the school was supposed and
must look into, but it was ignored due to some academic reasons. Hinterland teachers were
veterans in going toss to and fro despite calamities and unexpected disasters for the call of service
just to serve the quality of education to the young learners in the far-flung areas.
The pronouncement of Quejada (2018) towards the remote schools in the Philippines
were still facing scarcity of teaching resources and teachers are continuously challenged in
On the study of rural indigenous teachers' lived experiences in mother tongue education
in the Philippines: Counter-stories of resistance by Ekid, A. F. et. al. (2019), shows that the lived
education (MTB-MLE) policy in the Philippines. Qualitative data from interviews, classroom
observations, and focus group interviews were obtained from ten teachers from three school
districts considered suburban and rural contexts in the northern region of the
narratives revealed deeply embedded pedagogical challenges that they encountered, resulting
demonstrated resistance towards the top-down policy that complicated learning for their
It entails a lot of sacrifices and efforts to become a teacher assigned in the mountain
barangays. To lighten the matter, people would generally say that even being a hinterland teacher
is a fortunate circumstance because she would still get the chance to avail of salary loans from
any bank in the country, for as long as she has a permanent work appointment. But financial
benefits aside, the world is not really aware of how it feels to be a hinterland teacher.
Mondays to prepare her materials to be brought to school. Materials like the lesson plans
prepared on weekends, their personal things like uniforms and other clothes stacked neatly in a
backpack, and not to forget their food supplies for the entire week of stay in their station -- the
mountain barangay where their school is located. A hinterland teacher is that person who rides
the motorcycle called habal-habal on a very rough road for almost two hours or even more,
depending on weather conditions just to reach the school on time. Experiencing flat tires is not
uncommon. An average of 400 pesos per day for fare only not including foods and other personal
necessities. But these circumstances during travel alone never lessens the will and drive of a
hinterland teacher to share their skills and knowledge to pupils who really need their attention and
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
A hinterland teacher is that person who will temporarily leave their spouse and children
behind to live in their station (the school) for an entire week. It goes without saying, they will be
homesick, will be missing their own children, and the only means of communication is their
mobile phone that many times, barely gets signal, especially during bad weather conditions.
And yet, while at their station in school, the hinterland teacher thinks of nothing but their
duties to the pupils and the DepEd. Duties like giving the pupils the right approach so that they
can easily learn, even extending so much time in the afternoons for remediation just to make sure
This is the life of a hinterland teacher, indeed a most fortunate situation as they always
get the chance to be at the forefront of helping improve the lives of children living in the
hinterlands. These little sacrifices by the hinterland teacher are always rewarded when they see
the smiles of her pupils as they greet her back when they yell at them, “Good morning, children
of God!” their heart goes out relatedly experienced by all their fellow teachers assigned in the
hinterlands. They are hoping that someday, their dedicated service will not have gone for naught
(Quibal, n.d.).
Synthesis
There are several types of research that surrounds and can grasp immediately both in
local and foreign literature, but the researchers decide to utilize the related reviews mentioned
above considering that they are locally related that can match the situation in the local area where
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
Methods
This section includes the descriptions of the research methodology, participants of the
Research Design
phenomenological design describes the interpretations of the participants from their experiences.
Qualitative research is also described as a clarifying model that occurs in a natural setting that
enables the researcher to develop a level of detail from high involvement in the actual
experiences (Creswell, 1994). Furthermore, to generate valid and reliable information, the
participants will be required to respond to the questions that will be asked face-to-face by the
researchers. Follow-up questions will be asked also for clarification and to give clear meanings
and detailed responses from the participants. At the end of this study, themes and common
The participants of this study will be the teachers teaching in hinterlands with the
he/she was deployed in a school qualified for hazard pay to be considered hinterlands, could be
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
On the other hand, teachers who will not be considered participants if they are less than 5
years in teaching in the hinterland and those who are teaching in urban/nearest
schools’ teachers, and public-private secondary, and tertiary teachers will be excluded in this
study. Thus, the selection of participants will be stopped if there is a saturation of information
Research Instrument
To collect the data the researchers will prepare guide questions to elicit valid and reliable
information from the participants. Follow-up questions will be asked to obtain clearer and
with permission from the participants using audiotapes or smartphones (Creswell, 2012).
The researchers will send a formal letter to the subject professor by asking permission to
conduct the study. Communication letters will be prepared also for the participants indicating
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
their available schedule and venue for their most convenient time and mood. Prior to the conduct
of the study, all necessary health protocols will be strictly observed and followed by the
researchers to avoid the massive spread of Corona Virus Disease or the COVID-19 virus.
The qualitative data will be taken through the data collection process that will be guided
by the qualitative content analysis scheme of Creswell (2012). All the data will be transcribed
honestly and ensure no omission of the responses from the participants. Multiple readings of the
responses must be observed by the researchers to easily grasp the information given. Related text
segments will be assigned thru a code label. The codes will be categorized and studied to draw
Ethical Consideration
The researchers will ensure the total privacy protection of the information. As such,
observed and secured. The participants will be encouraged to express their responses freely
without imposing any harm, demand, persistence, indulges political views, and conflict of
interest.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
College of Teacher Education
Cauayan Campus
REFERENCES
Communication. Oxford University
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Ekid, A. F. et. al. (2019). Rural Indigenous Teachers' Lived Experiences in Mother Tongue
Education in the Philippines: Counter-Stories of Resistance. Journal for Critical Education Policy
Fazilah Idris et al. (2011). Procedia - Social and Behavioral Sciences 59 (2012) 443 – 450
2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM
Teaching and Learning Congress 2011 Open access under CC BY-NC-ND license.
Passos A. F. J. 2019. Teacher Competence and Its Effect on Pupil Performance in Upper Primary
Schools.
Teaching & Education (2021). Kolb’s experiential learning theory. Experiential learning theory.
2021 Western Governors University – WGU. All Rights Reserved. June 8, 2020.
https://www.wgu.edu/blog/experiential-learning-theory2006.html#close
Quibal, V.L. (n.d.). Life of teachers in the hinterlands. Ponglo Elementary School, Tanjay,