Teachers' Plight in the Last-Mile Schools: Basis for Policy Recommendations

Abstract

This study explored the plights of teachers in the last-mile schools and provided policy recommendations to address their struggles. A qualitative descriptive research design, the study gathered data from 16 participants – 14 classroom teachers and 2 school heads – through one-on-one interview in the last-mile schools of San Jacinto District, Ticao Island, Masbate, during the school year 2024-2025. Findings revealed that teachers in the last-mile schools endure severe resource shortages, including inadequate facilities, instructional materials, and technological tools. Professional development opportunities are limited due to financial struggles, distance, and inequitable allocation of resources and training. The absence of internet access and ICT training hampers digital integration in classroom instruction. Teachers constantly brave challenging travel conditions, high transportation costs, and weather-related disruptions. Heavy workloads, administrative tasks, and poor access to water and electricity also add to their burden. These factors lead to chronic stress, burnout, and reduced job satisfaction, affecting teacher performance and learner outcomes. To address these issues, the study recommended an increase in salary and incentives for teachers, enhance infrastructure, expand professional development programs, improve internet access, transportation subsidies, reduce administrative duties, and alternative energy sources. Strengthening community engagement and stakeholder collaboration is also crucial. These measures aim to create a more sustainable and supportive environment for teachers assigned in the last-mile schools, ensuring quality education in remote areas.