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This study examined the lived experiences, retention factors, coping strategies, and personal meaning of teachers working in remote schools. Its purpose was to understand how educators navigate professional, logistical, and personal challenges while sustaining motivation and instructional quality in geographically isolated contexts. Using a qualitative research design, semi-structured interviews were conducted with teachers assigned in remote and hard-to-reach schools. The data were analyzed through thematic analysis, which yielded four major themes. First, teachers’ experiences in remote schools reflected a dynamic balance between professional fulfillment and contextual challenges. While many participants expressed satisfaction through learner-centered instruction, observable student progress, and meaningful community engagement, they also reported difficulties such as long and exhausting commutes, environmental distractions, and inadequate instructional materials and facilities. Second, factors influencing retention highlighted that intrinsic motivation, strong interpersonal relationships, and a deep sense of purpose were the primary drivers of continued service. Support from colleagues, school leaders, and local communities further strengthened their commitment, while financial incentives were considered supportive but not the main factor for retention. Third, coping strategies included improvisation of instructional materials, effective time management through structured routines, collaboration with peers and community stakeholders, and engagement in self-care practices to manage stress and workload demands. Fourth, personal meaning and aspirations revealed that remote teaching contributes to professional growth, leadership development, and a strong sense of fulfillment, with many teachers expressing a desire to create lasting positive impacts on learners and communities. Overall, the findings demonstrate that teachers in remote schools exhibit resilience, dedication, and community-oriented professionalism, offering important insights for strengthening support systems, professional development, resource access, well-being programs, and retention policies in geographically isolated educational settings.