Teaching beyond borders is very common especially in the rural areas. This study determined the underlying experiences of five public school teachers teaching away from home, effects to their teaching, and coping mechanisms they encountered as professionals. The qualitative research was employed using phenomenological approach which focused on the analysis of lived experiences as narrated by participants. Findings revealed that all the participants experienced difficulties in teaching away from home. The degree of difficulty that they experienced differed from one another. Further findings showed that teaching away from home, experiences, effects and coping mechanisms depend mainly on how the participants develop a sense of flexibility and adaptation in the community they belong to. All the participants revealed that despite the difficulties and challenges encountered in doing their profession, they opt to accept the reality by adjusting in order to survive as to consider having a sense of professionalism. They face their burdens by seeking new family away from home and adjustments in all terms. In the end, experiences are just an experience, it will just come and go, it will definitely change but we will never know when it will last. A more understanding and thorough work out in selection process help in minimizing if not totally eliminating the teachers’ deployment beyond borders.
Teaching, beyond borders, phenomenology, lived experiences, teachers coping mechanisms, teaching away from home
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Abello, R.C. (2023). Teaching Beyond Borders: A Phenomenological Study. Industry and Academic Research Review, 4 (1), 252-258.
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
