Problems And Issues Encountered by the Teachers Assigned in Upland Communities: Basis for Instructional Contingency Plan
DOI:
https://doi.org/10.65339/ijsair.V2.I3.838Keywords:
Accessibility and Transportation, Community Engagement, Instructional Contingency Plan, Professional Development, Teacher Coping Strategies, Teaching Resources and Facilities, Upland SchoolsAbstract
This study examined the problems and issues experienced by teachers assigned to upland communities in the Quinapondan and Giporlos Districts and used the results to formulate an instructional contingency plan. The investigation drew on expectancy value theory, scarcity of resources theory, preference theory, and the input-process-output model. A quantitative descriptive-survey approach was implemented using an adopted three-part questionnaire distributed through purposive complete enumeration to qualified regular permanent teachers with at least one year of teaching experience. Frequency, percentage, and mean scores were processed through SPSS. Results indicated that the respondents were mainly young, female, and early-career teachers, and most held either a bachelor’s degree or units toward a Master’s Degree. Grand means were 3.34 for teaching resources and facilities, 3.39 for learners’ attendance and behavior, 3.27 for communication and community engagement, 3.27 for professional development and support, and 3.13 for accessibility and transportation, showing areas that still required improvement. Coping strategies were frequently used, with a grand mean of 3.49; the most prominent were obtaining emotional support from family and friends, prioritizing activities, and seeking assistance from individuals interested in education. The study concluded that existing support mechanisms were not consistently accessible and recommended improvements in resources, facilities, transportation assistance, professional development, mentoring, positive behavior interventions, teacher well-being, stakeholder cooperation, and continuous monitoring. The study advances SDG 4 by supporting equitable quality education in remote schools and SDG 11 by strengthening educational services in upland communities. Its sustainability contribution rests on stronger institutional support, community participation, teacher retention, and long-term educational continuity in underserved areas.
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