LIVING THE LESSON: THE LIVED REALITIES AND EMOTIONAL ADJUSTMENTS OF BEGINNING TEACHERS IN EASTERN SCHOOLS OF BOTOLAN, ZAMBALES

Author Name: 1. Wilbert B. Fronda

Volume/Issue: 06/12

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/06.2026-18951673/UIJIR

Affiliation:

1. Belbel Elementary School, Department of Education – Division of Zambales, Philippines. 

ABSTRACT

Teaching in geographically isolated and disadvantaged areas (GIDA) presents unique professional and emotional challenges, particularly for beginning teachers. This study explored the lived realities and emotional adjustments of newly hired teachers assigned to the Eastern schools of Botolan, Zambales. Employing a qualitative phenomenological design, in‑depth semi‑structured interviews were conducted with fourteen (14) beginning teachers. Thematic analysis revealed six major themes: (1) geography of isolation as physical and emotional strain, (2) reality shock and the double burden of frontier teaching, (3) emotional labor and silent struggles, (4) emotional rewards through student and community connections, (5) coping strategies and emotional resilience, and (6) gaps in institutional support. Findings indicate that while teachers experience significant emotional challenges, meaningful relationships and personal coping mechanisms sustain their commitment. The study recommends strengthening teacher induction programs by integrating psychosocial and mental health support tailored for GIDA contexts to promote retention and well‑being.

Key words: Beginning Teachers, Lived Realities, Emotional Adjustment, GIDA Schools, Phenomenological Study