Narratives of Master Teachers in English in a Remote Public School

Abstract

Master teachers in English played a pivotal role in shaping language education, navigating both challenges and opportunities that influenced their professional and personal experiences. This qualitative study employing transcendental phenomenology approach explored the lived experiences of master teachers in English in remote public schools at Lake Sebu, under the Division of South Cotabato. Data were collected through in-depth interviews and thematic analysis was applied to systematically process and interpret the gathered information. Thematic analysis revealed various relevant themes which encapsulated the experiences of master teachers such as life-world experiences including bridging cultures through language, cultivating minds, touching hearts, optimizing learning environments, guiding the educator’s path, and commitment beyond the classroom; challenges and contexts, namely balancing commitment and life, the burden of the profession, teaching against the odds, breaking barriers in learning, strengthening ties, strengthening education, keeping the classroom alive, enduring hardships in remote teaching, beyond teaching, a lasting legacy, and passion as the heart of teaching; and future views, comprising empowering future educators, building a stronger education system, growing as leaders and lifelong learners, and transforming classrooms for the future. This study provided a comprehensive understanding of the experiences of master teachers in English, highlighting their dedication, struggles, and aspirations in delivering quality education despite constraints. The findings offered valuable insights for developing policies and programs that support and empower master teachers, ensuring that quality language education reaches even the most geographically isolated communities.