The Chronicles of Far-Flung Teachers Teaching Subanen Learners: A Phenomenology

Authors

Anna D. Dagumo

Abstract

This phenomenological study explored the lived experiences of far-flung public-school teachers teaching Subanen learners in Calamba District, Misamis Occidental during School Year 2025-2026. Using a Husserlian phenomenological approach and purposive sampling, ten teachers participated in in-depth semi-structured interviews. Thematic analysis revealed experiences shaped by geographical isolation, cultural and linguistic diversity, resource and instructional constraints, strong teacher commitment, and community engagement. Major instructional challenges included difficult terrain and transportation, language and communication barriers, inadequate facilities and technology, cultural contextualization demands, and heavy professional workloads. Teachers responded through culturally responsive and adaptive teaching, improvisation of locally available materials, community collaboration, personal resilience and time management, and professional support networks. The findings underscore the need for stronger institutional support, improved infrastructure and resources, sustained Indigenous Peoples Education training, and school-community partnerships in geographically isolated and indigenous settings.

Keywords

community engagement, culturally responsive teaching, far-flung schools, indigenous education, phenomenology, teacher resilience