Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents a review of conceptual and research

literature and studies, both foreign and local, related to the challenges

encountered and coping mechanisms of newly hired teachers assigned

in far flung schools.

Conceptual Literature
Foreign
Challenges Encountered

A novice teacher has to be able to multitask and cope with a

myriad of dilemmas that take place in the classroom with all students

(Darling-Hammond, Furger, Shields, & Sutcher, 2016).

One of the struggles in the part of new teachers assigned to far-

flung schools is that they are having a hard time because children in

rural areas may be considered more difficult to educate and have

lower educational participation.

First, the opportunity costs of attending schools are often higher

because many rural households are dependent on their children for

help at busy times of the agricultural year such as harvest time.

Second, parents in rural areas often have a lower level of

education, and may attach a lower value to schooling.

Third, even where parents place a value on schooling, they may be

less able to help their children learning. Parents in rural areas are less
educated themselves so they have less ability to provide support for

their children. Further, homes in rural areas are often ill equipped to

meet the needs of children to study, and often lack facilities like

electricity (OECD, 2005).

Communication is also an issue especially if you are

communicating with people who have different language. Teachers

have an increasingly difficult job trying to communicate effectively to

classrooms that are growing in size and may contain students who

come from varied backgrounds (Ministry of Education, 2015).

Moreover, burden to the part of the newly-hired teachers dealing

with the students in the far-flung area is adjusting to the misbehavior

of the students. According to Kelly, M. (n.d.), most of the time,

these problem behaviors will not cause major disruptions. The earlier

one can stop a child from misbehaving, the more likely it is that a

major disruption will not occur.

The Bill of Rights (Act No. 108 of 1996, Section 24) stated that

every person has the right to an environment that is not detrimental

to his health or well-being. Teaching and learning cannot take place in

an unsafe environment. The most remote schools should always

receive priority. Even providing solar electricity would already be a

great improvement for many teachers. This is to help teachers lessen

their problems in the far-flung areas.

On the other hand, being a teacher with students who regularly

misbehave can be a troubling aspect of the academic world. It can

cause the teachers to lose hope with their students and ultimately

become unhappy with their chosen job. Fortunately, there are ways in

which a teacher can encourage his/her students to behave in and

outside of the classroom, without simply sending them to the

principal’s office or to detention. And it all starts in the classroom

(Bailie, 2016).With this situation, teachers assigned to far-flung areas

are struggling on how to make children learn.

Multi-grade schooling is a worldwide phenomenon in most of the

rural areas. Multigrade teaching is a result of financial constraints,

non-availability of teachers or lack of resources. Multigrade classes

are commonly found in sparsely populated areas in rural settings or

in areas with high student population but few teachers. For many

rural educators, multigrade instruction is not an experiment or a new

educational trend, but a necessity imposed, in part, by economic and

geographic conditions. In an environment dominated by graded

schools, the decision to combine grades can be quite difficult,

especially if constituents feel shortchanged by the decision.

Nonetheless, recent proposals for school restructuring reflect renewed

interest in multi-grade organization and in small-scale organization

generally. Such work may eventually contest the norm of the graded

school.

The nature of these classes is in such a way that the teacher

divides the time for a training session into the number of grades in the

class, and students are involved in self-learning, peer-learning, and

individual and group teaching-learning processes more than they are

exposed to teacher’s teaching. In such cases, the teacher does not

have enough opportunity for grade to grade training, whereas in

single-grade (regular) classes, students are the same in a grade and

similar to each other in terms of age and sex having fewer differences

in terms of abilities and skills and a full-time teacher is assigned to

teach them (Mortazavizadeh, 2014).

Coping Mechanisms
New teachers are in the process of coping up not only to their

environment but to the teaching process as well. Newly hired teachers

assigned to far-flung areas had troubles. But, their struggles do not

hinder them to be successful in their profession. They have different

strategies in coping to the situation they are facing. A study by

Wanjohi (2014) revealed that teachers used both action based

mechanisms like getting to know the individual pupils.

However, most of the mechanisms employed appeared to have

been emotion based mechanisms like discussing the problem with

friends. We all react differently to changes in our lives. Changes are

inevitable because nothing stays the same. Some changes are harder

to cope with than others. What is important is that when we are

struggling with how we are feeling, we need to be able to ask for help

and talk to someone.

Everyone faces challenges from time to time and we can’t feel

happy all the time (Samaritans, n.d.). This indicates that asking for
help can help teachers to deal positively with their problems. The

Samaritans added that sometimes we use coping strategies we know

and have used before, at other times we need to ask for help. If

teachers feel lonely or isolated or are going through a difficult time,

they must reach out to someone for support. This support could be

their co-teachers, their family, or even their students.

Also, people make decisions everyday. Plato said that “a good

decision is based on the knowledge and not on the numbers.” It is a

quality of a great leader to make good decisions and to live with it.

Some people are born with this skill, however most of us are incapable

of making decisions and sticking by it (Bernier, 2016). Fike (n.d)

emphasize the importance of being firm in our decisions. If we already

decide on something, we should not let anyone to destroy it especially

if that is what we think is the best for them.

On the other hand,to other teachers, being assigned in a far-flung

area is against their will. Others say it is their destiny. Others even

blame God. These life experiences and all the things that influence us

are moving us in a certain direction that we are meant to go (Tan,

n.d.). Part of the real beauty of our life is that it’s unpredictable. We

don’t know what will happen to us because life is full of surprises. We

need to develop the habit of looking at whatever happens through a

positive mindset instead of a negative, defeatist one (Anonymous,

2016). What we need to do is accept our fate or destiny. Arthur

Rubinstein (as cited by Anonymous, 2016) said that there is no

formula for success except an unconditional acceptance of life and

what it brings.

Teachers’ Performance

According to Darling-Hammond, Furger, Shields, and Sutcher

(2016) attrition does have variations specifically with regards to

teacher preparation. The less preparation a teacher has received prior

to entering the field, the more likely this will lead to a rate of two to

three times as high of attrition than with candidates who finished

their preparation program before teaching.

Another aspect of teachers’ performance related to their

availability is their ability to provide guidance and counselling to their

students. This involves helping students’ whole-person development

and helping students with problems concerning their academic and

social life (Lai-Yeung, 2014).

Another aspect of teachers’ performance which was studied was

their attendance and participation in staff meetings. Staff meetings

are important for teacher professional development since they provide

an avenue for teachers to share experiences and discuss issues with

colleagues (Jung, Tryssenaar, & Wilkins, 2015; MacDougall and

Drummond, 2014).

Additionally, teachers are given an opportunity to sharpen their

conversation skills, which is key to enhancing children’s learning

achievement.
 As new teachers experiences things, they learned at the same

time. They learned how reading is important because it develops the

mind (Davis, 2014) and being firm in their decisions. In addition, a

teacher should never stop learning because learning is growth (Kim,

2016). As they experience struggles, it is best to consider theirselves

lucky to experience those things. Churchill once quoted, “You never

can tell whether bad luck may not, after all, turn out to be good luck.”

Teachers should be thankful to these experiences. Teddy Roosevelt (as

cited by Schneider 2015) said that we should not focus on what

we don’t have and don’t focus on what our friends do have therefore,

we should be thankful all the time.

Establishing relationship is an important value that teachers

should consider because veryone has a role to play so the more people

involved, the more exciting and successful the teaching process can be

(ISLK, 2015). It is important to have PTA meetings to involved parents

to their childs learning (Nyarwaya as cited by Kabeera, 2014) and

establishing relationship with co-teachers and other people around.

New teachers in the far-flung areas develop also the value of having

patience because it isn’t something which comes naturally to us

(Kiam, 2014).

Newly-hired teachers assigned to far-flung areas may face different

struggles and hardships in life but these experiences lead them to

become more competent teachers.

 Local
Challenges Encountered

It is a practice in the Philippines that neophyte teachers are

assigned in less attractive places, like far-flung schools. In some

cases, the desire of new teachers to gain employment for economic

reasons is most of the time the main reason why neophyte teachers

accept teaching jobs in far-flung places. Far-flung schools are difficult

to reach and often dangerous. Traveling to and from the nearest

accessible road requires stamina and courage. This is most likely the

reason why younger teacher are the ones assigned to it.

One of these problems is living in a culture that is different from

their own, adjustment when they move from one culture to another,

being homesick, dealing with the pupils, and being underpaid and

treated poorly in the far-flung areas. According to Weinstein, J.

(2015), transportation is another big problem. Kids and teachers walk

several kilometers a day to school. Teachers are in demand. But, only

small number of teachers want to be assigned to far-flung areas.

It becomes more challenging if the weather is not good. They will

resort to hiking since the river is too risky to pass through, and hiking

is a struggle for them. The sticky mud, jumping over canals and some

peaks in the mountain, trekking the different terrain, wallowed in

creeks, and walking on corn fields and coconut fields with

perspiration dripping from their forehead, while bringing their food

supplies and other needs for the entire week or a month. Despite the
situation, teachers in far-flung areas have not ceased from constantly

wearing cheerful faces and optimistic outlook for the love of work and

to inspire the lives of the children who are patiently waiting for every

start of the week for their love and care, and that somehow change

their lives through education.

Nowadays, diploma is greatly needed in the marketplace.

Schools are built everywhere. Even remote and mountainous areas

have a school. With these demand, there is also an increase in

students taking up Education courses.

Teachers are the one that is willing to sacrifice their time, money,

social needs and other just for their students. They are the ones who

facilitate learning and serves as a dispenser of knowledge. Teachers

are also the reasons that make people of what they are today. One

quote says “if there is no teacher, there is no professional.

Teachers are the lifeblood of any education system. School

place, books, and classrooms are useless without teachers.

Their first year of teaching was a challenge. An article says that

there are phases of first-year teaching. The first phase is the

anticipation phase. It begins during the student teaching portion of

pre-service preparation. In these phase, student teachers are excited

and anxious about their first teaching position. In the first week of

school of newly-hired teachers, excitement filled them. Survival is the

second phase. These phase states that school is overwhelming for

newly-hired teachers in the first month of teaching. They are learning

at a rapid pace but encounter many problems.

Also, one of the most painful aspects of leaving home is that your

family stays behind. They will always love you, but you’re no longer a

day-to-day part of their life (Ronnie, 2014).

Coping Mechanisms

When one is developing coping strategies, he/she is able to

build resilience. They are able to see things in a better perspective and

they would feel much better about how they handled a certain

situation. Being able to cope with things makes you a stronger

person. Also, distracting oneself and getting involved is one of the

emphasize strategies for teachers, as well as other person, when

dealing with the struggles they encounter (Factsheet, n.d).

Everyday is also an experience, and every experience is an

opportunity for learning. Kim (2016) said that learning is growth,

therefore, we should never stop learning. He added that the more

ideas teachers culminate in their mind, the more their view of the

world expands. He emphasize that the more teachers learn, the more

inspired they will be. As new teachers undergo certain changes in

their life being assigned in the far- flung area, some of them think how

unlucky they are. But for others, certain changes is an opportunity, so

they considered theirself lucky. Our experience of life usually has

more to do with what we focus our attention on than it does with

events. One bad thing might happen, but 20 good things are all

around us. If we only see the bad thing, then life will be bad

(Davenport, 2016).

Teachers in the far-flung area should be thankful to experience

such difficult situations. To be more grateful in life means that you

are also allowing yourself to be happier, more contented and more

satisfied with everything that has been going on around you

(Laroya,n.d). Teddy Roosevelt (as cited by Schneider 2015) said that

we should not focus on what we don’t have and don’t focus on what

our friends do have. He continued his wisdom saying, “Focus instead

on where you are, what you do well and who you are in this very

moment. Be thankful for that.” As teachers experience many

challenging situations, some are thankful and consider themselves

lucky.

In addition, establishing relationship is an important value that

teachers should consider. He or she must develop connection to his or

her environment, above all, connection to his or her students. In

dealing with students, “patience is a virtue.” It is the most important

quality that a teacher should have because a great teacher is very

patient with their students and their parents to deal with every

situations.  Teachers never give up on their students and would try

out new ways to help their students succeed in school (Voki Blog,

2014).
  As a teacher, it is important that you go out of your way to show

your students that you like and value them (Boynton, M. & Boynton,

C., 2016). If they feel uncomfortable, dealing with them would be

difficult. When correcting a student's behavior, it is always more

effective to give options rather than make demands. Sometimes you

can get so frustrated and fed up with a difficult student that you want

to hand down a severe consequence for even a minor offense

(Boynton, M. & Boynton, C., 2016).

Newly-hired teachers assigned to far-flung areas may face different

struggles and hardships in life but these experiences lead them to

become a more competent teacher equipped with a unique blend of

different skills needed to train the future citizens of the Philippines.

Teachers’ Performance

Teachers who are assigned in the study-locale; a far flung schools

are usually neophytes to teaching, young but dedicated, committed

and passionate. They look at their current assignment as temporary

and will eventually be re-assigned to a much better school. The lived

experiences of teacher-participants are consistent with other teachers’

experiences in GIDA areas of the Philippines.

It is characterized by poverty of the school itself, lower student

competences and poverty-stricken community. The poor state of

school in terms of teaching and learning resources forces teachers to

slice part of their salary to support classroom activities in their desire

to deliver better education. Teachers need to ride relatively less-safer

mode of

transportation and walk kilometers to reach their working

stations.Quejada & Orale (2018).

The feeling of Far-flung teacher is fulfilling but is looking forward

for better assignment closer to their homes someday. They dream of

many good things for their students and the community as a whole.

Larger support for far-flung school, their students, and the

communities the school serves is very necessary.

Research Literature

Foreign

Challenges Encountered
The 2015 Education for All Global Monitoring Report shared

the consensus that there was inequality in education and quality of

learning at primary level was still poor, with millions of pupils leaving

primary schools without basic skills (UNESCO, 2015).

Singh and Sarkar (2015) have identified inadequate teacher

monitoring, lack of professional recognition, discipline problems in the

classroom, workload, large class size, role ambiguity, lack of

transport, long-distance travel, inadequate provision of instruction

materials, bureaucracy, low salaries and limited professional

opportunities for professional development as some of the factors

inhibiting teachers’ performance.

Research by Moore (2014) (3 Volume 1. Issue II. April 2017) on

the role of the school environment on teacher dissatisfaction among

US public school teachers suggests that a positive school environment

includes a supportive administration, enforcement of rules by the

principal and other teachers, shared beliefs and values,

communication among principal and staff, cooperation and hard work

by the principal and the belief that the school is run well. The study

further suggests that teachers who perceive a more positive school

environment have more control over their classrooms and are more

satisfied with their jobs. Teachers’ perceptions of student and

community problems also increase teacher dissatisfaction.

Jones (2015) sought to establish how classroom composition

affected learning outcomes in Ugandan primary schools. The study

International Journal of Technology and Management 4 revealed that

a classroom compositional factor like class size had little influence on

learning outcomes to justify stand-alone policy interventions. This

study focused on pupil learning outcomes using test score data for

over 250,000 children. The studies highlighted above are inadequate

as they did not address the effect of school environment on teachers’

performance in public primary schools in Bugisu sub region in

Uganda.

According to the UNICEF (2014), providing more and better

housing for qualified teachers in remote schools should be prioritized

within fiscal and practical constraints. The priority in housing

spending should clearly be on housing qualified teachers willing to

teach in remote schools. Safety should be included in this priorities.

 Family health or financial concerns, poor school climate, drug

and alcohol use, transportation problems, and differing community

attitudes towards education are among the conditions that are often

associated with a child’s frequent absence from school (Child Trends

Databank, 2015). Good attendance was important because it is linked

to pupils’ attainment and future career prospects (Malcolm, H.,

Wilson, V., Davidson, J., & Kirk, S., n.d.).

Coping Mechanisms

Newly-hired teachers should believe in theirselves. Thomas

Aquinas quoted, “To one who has faith, no explanation is necessary.

To one without faith, no explanation is possible.” If a teacher has

faith, he or she can do things even how difficult it is. But when things

don’t go according to plan, we often lose faith. When we experience

failure, it is very easy to lose hope and faith (Wanderlust Worker).

Teachers should also have trainings. This would help them to have

confidence. Good teachers become great teachers by going beyond the

call of duty and beyond the textbook (Hill, 2016). To do this, they

should engage themselves in a continues education.

There are conferences, workshops, trainings and continuing

education that could give the train the teachers to become better. To

provide new teachers with the greatest chance of success, they need to

have completed a teacher preparation program that provides them

with knowledge, experience, and guidance (Kelly, 2015). New teachers

faces many challenges each day. Effective trainings could help prepare
new teachers for these challenges. It helps prevent failures. When it

comes to teaching, reading a book is not enough. Even hearing

teachers talk about teaching methods is not enough.

In addition, students also take part in making their teachers feel

better because Philips (2015) said that the most powerful force in

education is the connection between teacher and student.

This special bond is what leads to student empowerment and

academic success. Inspiring students is integral to ensuring the

students success and encouraging them to fulfill their potential.

Students who are inspired by their teachers can accomplish amazing

things, and that motivation always stays with them. As teachers

motivate and inspire their students, teachers are also inspired by their

students in turn (Teach.com, 2016).

Teachers’ Performance

It has been acknowledged that the teachers in rural public primary

schools is deteriorating; their performance is characterized by the

challenges -absenteeism, inadequate lesson preparation and rote-

teaching, the status of teachers and working conditions too are getting

(Wandira, Onen & Kimoga, 2015).

Managing teachers in remote areas presents additional difficulties.

One concern is that teacher absenteeism may be higher in rural areas.

In Uganda it is reported that some 21 teachers in small rural schools

commit fewer hours to classroom teaching in favor of their private

work e.g. gardening perhaps as a means of supplementing their

incomes. This pattern is likely to be repeated in other countries. The

physical remoteness of the school may encourage absenteeism. In

some countries the need to travel to collect pay is a major cause of

teacher absence.

In Lesotho, most rural teachers leave the school to collect their

salary cheques at the end of each month. This can involve an absence

of up to three days, where the school is deserted, with one teacher left

behind to keep control. The government is planning to make it

possible for teachers for the first time for teachers’ salaries to be paid

through their banks.

Teachers will still want to travel to withdraw money and buy

commodities, but they may be able to spread this out to reduce the

impact on the school. Similarly in Uganda, it is expected that teachers

should be paid through their bank accounts, but where there are no

banks, teachers are paid in cash, and many have to travel long

distances to collect their pay.

Local

Challenges Encountered

Geographically isolated communities are usually poor

(Reliefweb, 2014). The study area lacks so many things. Most

household served by the school are very poor, parents have low

educational background, and some have not gone to school. Other

students walk to the school for kilometers on daily basis. Some of the

teachers' were teary-eyed sharing the stories of their students. The

school in itself is also poor. It lacks the needed resources for teachers

to deliver the kind of education described in the Philippine

constitution. Most of the time, the teachers need to provide classroom

paraphernalia from their own pockets. Perhaps because of confluence

of many factors, many of the students are not doing well academically.

Teaching in a remote school is a huge challenge. Teachers

would encounter variety of uncomfortable means of transportation like

“banka," "habal-habal," and even the use of animals such as horse or

carabao just to reach the station (Barcena, 2018). Teachers risk their

lives and that of their entire family just to pursue their chosen

vocation (ibid). Classes in the study locale are multi-grade. Handling a

mix of students with varied state of competencies and grade level is

one of the greatest classroom knowledge-management challenges.

Teachers are present in the community not merely to teach the

school children but also to serve as living catalysts to uphold values,

integrity and rights of every individual. As they teach their students,

teachers were able to develop in the mind of the children the

importance of having good education, the good values and the chance

of transforming an individual into a productive member of the

community. Teachers are not present just to teach children, but they

serve as a resource person, a confidante, a friend, and a model to the

community. That is the reason why they have a great impact, not only

to their students, but also to the community they teach. (Philippine

Information Agency, BARCENA 2018)

 The Philippine government is exerting efforts to make schools

especially elementary level accessible to all barangays. This initiative

has resulted in about 94.5 percent of school-aged children enrolled in

the elementary levels (House of Representatives, 2017).

According to Enhanced Basic Education Information System

(EBEIS) of the Department of Education and Philippine Statistics

Authority (PSA) survey, there were 37,697 public elementary schools,

and 12,225 of these are multi-grade for various reasons such as low

enrolment, and lack of teachers (SEAMEO INNOTECH, 2014). Many of

these schools are isolated and sparsely populated, geographically

inaccessible or lack of educational resources making multi-grade

classes the best option (ibid). Department of Education database listed

3,684 public elementary schools in Eastern Visayas 688 of which are

in Samar (DepEd, nd).

Additionally, Samar is one of the poorer provinces in the

country (PSA, 2017) with communities in the far-flung villages or

geographically isolated and disadvantaged areas (GIDA) as the

poorest. Areas considered as GIDA are still many in Samar Teacher’s

in these areas needs to walk kilometers of rough terrains. In the

Philippines; few research articles have documented lives of teachers in

GIDA areas. Documentary from news agencies has illustrated their

ordeal to deliver their services to children. These are stories of an

elementary teacher who walks 23 kilometers daily (Legaspi, 2015), or

trekking into the mountains (Mallari, 2014), conducting classes

anywhere available (Umil, 2015) and other challenges.

This is not a single issue which is predominant in developing

countries, as well as developed countries. A thorough revamping of

the whole system of Education is inevitable.

Teachers need to ride relatively less-safer mode of

transportation and walk kilometers to reach their working stations.

(JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3 11, and Quejada

& Orale (2018) . Classes are multi-grade, have many slow-learners

and non-readers due to confluence of many factors primarily due to

poverty. With committed teachers, they produce few achievers. For the

teacher-participants, their life as a far-flung teacher is fulfilling

but is looking forward for better assignment closer to their homes

someday. They dream of many good things for their students and the

community as a whole. Larger support for far-flung school, their

students, and the communities the school serves is very necessary. A

teacher from the villages where the school is located is the most ideal

specifically today when access to these stations is wanting.

Acccording to Weinstein (2015), education creates greater

opportunities for the youth, who go on to work decent jobs to other

cities or places. This is one of the reasons why teachers strived to

teach pupils to be competent individuals, but teachers in the far-flung

areas will have more difficulty in carrying out this reason especially
those who are newly-hired. They face a lot of struggle before carrying

out their purpose.

Nowadays, 80% of the Filipino poor live in the rural areas of the

country. These rural parts of the country is low, and there is a

corresponding deficiency in schools and classrooms (Weinstein, J.,

2015). Therefore, children are not provided adequately of their rights

to be educated. However, teachers are in demand. But, only small

number of teachers want to be assigned to far-flung areas. Because of

these, the Department of Education 6 (DepEd-6) is implementing

multi-grade classes. This is a combination of classes in two grade

levels with few students only to accommodate more children to school

in order to complete their basic education. Because there were few

teachers, students are combined in one class (Caoyonan, M.G., 2014).

This is a burden to the part of a teacher because he/she needs to

consider the level of understanding of the pupils combined in one

class.

Coping Mechanisms

Another strategy that could help in dealing to our students is

Home visitation. De la Rosa (2014) defined it as a visit by a teacher to

the student’s home in the hope of increasing connections between

school staff and students in their community. There are many

possible goals for these visits including: bridging cultural barriers,

reporting on academic progress, enlisting parental support to increase

academic achievement, and giving parents the tools to do so. This is to

improve the education of culturally and linguistically diverse students.

It is fundamental that teachers understand the relationship between

pupils’ home culture and school learning (Nash, 2003).

According to Thomas (2014), home visit is the quickest way to

understand a student better. These visits help teachers demonstrate

their interest in students' families and they provide opportunities for

teachers to understand their students better by seeing students in

their home environments (Slavit, G.E &  Mason, M., 2015).

Everyday, as teachers experience different things, they learn

something. For example, they would learn how important reading is

by simply teaching the child. In an article by Glen Davis (2014), he

discussed how important it is that pupils know how to read. He said,

“Reading is important because it develops the mind.” It helps children

focus on what someone else is communicating or saying.

Furthermore, he added that it is not a sign of low intelligence when

someone is struggling with vital reading skills. Davis (2014) cited John

Corcoran who wrote ‘The Teacher Who Couldn’t Read’ as an example

of those person who struggles in reading but is very intelligent. He

became a popular High School teacher and later a successful business

man, all without being able to read. Many highly intelligent people

have struggled with reading although, when properly taught, most

people can learn to read easily and quickly. Allington quoted that “the

best way to become a better reader is to read more.”

 Churchill once quoted, “You never can tell whether bad luck

may not, after all, turn out to be good luck.” Furthermore, Millman (as

cited by Davenport, 2016) stated that when one is looking back, he or

she can clearly see that what was once a difficult thing or situation

now reveals to be a blessings.

At school, it is also important to have PTA meetings, especially in

the far-flung area. Everyone has a role to play so the more people

involved, the more exciting and successful the teaching process can be

(ISLK, 2013). PTA meetings can serve as venues for discussions about

a variety of educational issues (GreatSchool Staff, 2016). In the New

Times article, Tumukunde (as cited by Kabeera, 2014) said that over

85 percent of the research studies conducted prove that kids do better

when parents are more involved in their education system than simply

paying school fees. Furthermore, Nyarwaya (as cited by Kabeera,

2014) added that the involvement of parents in the school affairs is

very crucial for the proper rearing of their children.

As what Bob Beauprz quoted, “Education is a shared

commitment between dedicated teachers, motivated students and

enthusiastic parents with high expectations.” An article by

WeAreTeachers Staff (2016) state that Relationship counts. Tiffany F.

(as cited by WeAreTeachers Staff 2016 article) said that her co-

teachers are like family that students think they are sisters. Jillian E.

(as cited by WeAreTeachers Staff 2016 article) added that good

relationship is a key. If you can’t get along with your co-teachers, it’s

obvious to the kids. It is therefore important that teachers should

mingle with their environment and co-teachers.

Teachers Performance

Limited opportunities for professional advancement in rural areas

discourages teachers. Urban areas offer teachers easier access to

further education and training, while rural areas offer limited

opportunities to engage in developmental activities. Teachers in rural

areas may even find it more difficult to secure their entitlement to

professional development from regional educational administrations

and must overcome many obstacles, including corruption by officials

(Mulkeen, A. & Chen, D., 2016). This is one of the reasons why most

teachers want to be assigned in the urban areas rather than in the

far-flung areas.

Teachers who are assigned in the study-locale; a far flung schools are

usually neophytes to teaching, young but dedicated, committed and

passionate. They look at their current assignment as temporary and

will eventually be reassigned to a much better school. The lived

experiences of teacher participants are consistent with other teachers’

experiences in GIDA areas of the Philippines. It is characterized by

poverty of the school itself, lower student competences and poverty-

stricken community. The poor state of school in terms of teaching and

learning resources forces teachers to slice part of their salary to

support classroom activities in their desire to deliver better education.

(JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3 11, and Quejada

& Orale (2018) .

In the age of globalization and digitalization; we witness changes

happening on a regular basis. A teachers’ role in this age is diverse

and dynamic. A teacher has evolved from a mere knowledge sharer to

a visionary. A teacher shapes the destiny of millions. In this era of

global citizenship; a teacher has a variety of tasks and procedures to

undertake. A teacher has become complex in its being. He is a

facilitator, friend, guide, philosopher and guide. A teacher fathoms the

brilliance in every student and makes him a true world citizen.

Furthermore, new teachers are in the process of coping up not

only to their environment but to the teaching process as well. New

teachers cope by asking help from their co-teachers, believing in

theirselves, having faith and trainings, making students their

inspiration, accepting their fate, home visitation and building

resilience. An article by Anonymous (2014) quoted that one should

never stop fighting until the fight is done.  Newly-hired teachers

assigned to far-flung areas had troubles. But, their struggles do not

hinder them to be successful in their profession.

New teachers need practice teaching combined with effective

mentoring in order to help them understand what is required from

them in their new position. When teachers experiment with new

lessons and techniques from time to time, teachers without proper

training will often try things that education might have taught them

would not work (Kelly, 2015).

Synthesis

The varied studies and literatures from books, journals, theses,

articles and internet libraries both foreign and local were reviewed by

the researcher and noted relevance to the present study. Similarities

and differences were pointed out to bring insights to the researcher

and the reader. Similarities can be gathered from the fact that

literature and studies reviewed deal with topics which are also the

concern of the present study. In the same manner some of the

variables such as age, sex, civil status, highest educational attainment

and length of service are also the concerns of the studies reviewed and

of the present one. Some of the methodologies used by the studies

conducted and of the present study were likely the same.

Differences on the other hand, can be traced from the fact that

the nature of research, sampling technique and respondents utilized

were different. Some were done through experiment which is not

concerns of the present study. Although, there are similarities on

some of the topics and variables used, differences can still be

observed.

Furthermore, review of literature revealed that there are lot of

challenges encountered and coping mechanisms of heads. In fact,

these literatures have provided the researcher sufficient sources of

evidence, facts, viewpoints and approaches that would serve as

guidelines in the conduct of the study to come up with the most

comprehensive results as possible.

This review of literature and studies greatly helped the

researcher in formulating the framework of the present inquiry and

guided the researcher in his journey towards the completion of the

study.