Lived Realities in Schools: A Phenomenological Study of Teachers’ Workplace Experiences in Buluan District, Maguindanao del Sur, BARMM, Philippines

A teaching career can be overwhelming and fulfilling. This study employed a transcendental phenomenological approach to explore the workplace experiences of public-school teachers in Buluan District, Maguindanao del Sur, BARMM, Philippines, focusing on resilience, motivation, and well-being amid professional challenges such as heavy workload, limited resources, emotional labor, and administrative demands. Five teachers were purposively selected and participated in semi-structured interviews to capture their lived experiences. Data analysis by Moustakas (1994) was employed. Findings revealed that despite stressors and systemic challenges, teachers sustain commitment through student-centered practices, reflective professional growth, peer support, and ethical leadership. Challenges such as excessive administrative tasks, limited resources, inconsistent policy implementation, cultural pressures, and periodic security threats negatively affect teacher effectiveness and morale. The study highlights the need for policy reforms, supportive work environments, and consistent leadership to enhance teacher resilience, retention, and instructional quality. These findings offer actionable recommendations for educational leaders to improve working conditions and educational outcomes in underserved schools within BARMM and similar contexts.