The Educational Challenges Encountered by Teachers in Coastal Barangay Schools: Basis for Educational Resilience Program

In this study, the teacher's resilience in facing challenges in coastal school operations was explored, which later became the basis for developing an educational resilience program. Specifically, it highlighted the difficulties facing teachers with regards to access, equity, quality and wellbeing; the resilience strategies and activities carried out to address these difficulties; and the Resilience Program for Teachers Teaching in Coastal Areas was proposed to enhance school operations. A qualitative phenomenological research design was used that would capture the lived experiences of teachers who were assigned to coastal schools. The in-depth interviews were followed with purposively selected informants to collect and analyze data, which were then analyzed through thematic analysis to further explore the patterns and themes that emerged. The results showed that teachers faced interwoven problems related to geographical isolation, delayed delivery of learning materials, deficient infrastructure, weak internet connectivity, transportation problems, poverty, irregular attendance of learners, lack of instructional materials, learner preparedness, environmental hazards, and work-related stress. Teachers showed great adaptability, innovation, cooperation, and dedication to ensure the continuity of learning despite these limitations. They established parent-school partnerships, strengthened relationships with barangay officials and local government units, developed contextualized instructional materials, participated in remediation and learner support, Learning Action Cells (LACs), professional development, and wellness, mentoring, and peer support programs to ensure instructional quality and personal well-being.