RESILIENCE IN THE FACE OF ADVERSITY: A PHENOMENOLOGICAL EXPLORATION OF TEACHERS’ LIVED EXPERIENCES IN HIGH-RISK SCHOOLS OF ESPERANZA III

Abstract

Teaching in high-risk schools presents significant challenges that greatly affect educators' professional and personal lives. These schools, often marked by factors like poverty, violence, and inadequate resources, demand resilience and adaptability from teachers. This study employed a qualitative, phenomenological approach to explore the lived experiences of teachers in high-risk schools in DepEd Esperanza District III, Division of Sultan Kudarat, during the school year 2024-2025. Fifteen teachers from the district, who met the inclusion criteria, participated in semi-structured interviews and Focus Group Discussions (FGD). Thematic analysis was used to analyze the data gathered. The findings revealed that teachers in these high-risk schools face multifaceted challenges, including hazardous working conditions, emotional isolation, and safety concerns. To address these issues, targeted interventions such as improving infrastructure, communication systems, and mental health support are essential. Teachers rely on preparedness, community-building, and coping strategies to manage the stress and safety-related concerns in their environments. Strengthening community relationships and providing both emotional and professional support were identified as crucial factors in enhancing educators' well-being. Additionally, teachers demonstrate exceptional resilience, utilizing emotional and spiritual resilience, prioritizing self-care, and continuously developing their professional skills to mitigate stress and burnout. Based on these findings, the study recommends that DepEd, district supervisors, and school administrators prioritize improvements in transportation infrastructure, communication systems, and mental health support. Teachers are encouraged to foster collaboration and participate in resilience-building programs while advocating for stress management resources. Future research should focus on evaluating the effectiveness of specific interventions in improving teacher safety, resilience, and well-being, while exploring their impact on teacher retention and student outcomes in high-risk school settings. This research provides valuable insights for developing policies and strategies to support teachers in challenging educational environments. Keywords: Teacher Resilience, High-Risk Schools, Phenomenological Research, Lived Experiences, & Educational Challenges