Teaching is a noble and fulfilling profession that involves imparting knowledge, skills, and values to learners (Moreno et al., 2023). Teachers play a crucial role in shaping individuals and contributing to societal development (Becirović & Akbarov, 2015; Elbertson et a., 2025). However, the profession is also characterized by various challenges that test teachers’ dedication and commitment. In the Philippine context, these challenges are more pronounced in far-flung schools, where access to quality education remains limited. Many of these schools serve marginalized and disadvantaged communities where poverty is prevalent and often evident in the classroom setting. Consequently, providing quality instruction and implementing effective learning initiatives in these areas become both essential and demanding responsibilities for teachers.

Teachers assigned to far-flung schools often encounter significant physical, social, and professional challenges (Ucag et al, 2024; Galut, 2025; Algones et al., 2024; Callano & Bantulo, 2025). Quejada and Orale (2018) noted that teachers travel long distances, sometimes riding motorcycles for hours and walking along hazardous paths just to reach their assigned schools. In some cases, they rely on various modes of transportation, such as baesa and habal-habal, to access remote locations. These circumstances require teachers to make substantial personal sacrifices, including spending extended periods away from their families, in order to fulfill their professional responsibilities.