Stories of Struggles and Survival: A Narrative Study of Teachers in a Last Mile School

Authors

Increase T. Origenes

Abstract

This study explored and documented the lived experiences of teachers assigned in last-mile schools, specifically at Sebucal Integrated School, Oroquieta City Division, during the School Year 2025–2026. Using a qualitative phenomenological approach, the study examined teachers’ personal challenges, professional struggles, coping strategies, and recommendations for improving support systems in geographically isolated school contexts. Data were collected through in-depth, semistructured interviews with purposively selected teachers who had direct experience in last-mile teaching. Thematic analysis following Braun and Clarke’s framework was used to analyze the narratives. Findings revealed that teachers faced severe physical, emotional, and professional challenges due to geographical isolation, limited resources, multigrade instruction, and weak institutional support. Despite these difficulties, teachers demonstrated resilience through advance preparation, instructional flexibility, peer collaboration, community integration, and reliance on faith and self-care. The study concludes that systemic support is essential to sustain teacher wellbeing and instructional quality in last-mile schools and recommends improvements in infrastructure, welfare, professional development, and learner-centered support programs.

Keywords

coping strategies, educational equity, last-mile schools, phenomenological study, teachers' lived experiences