Uncovering the Untold Stories of Social Studies Teachers in a Resource-Trapped Classroom in Rural Secondary School

Teaching Social Studies in resource-limited rural schools presents various challenges related to the multiple roles teachers assume, the difficulties they encounter, and the strategies they develop to sustain instruction. This study explores the experiences, challenges, strategies, and professional growth of Social Studies teachers at Cabales-Enarbia Sr. Integrated School, a rural secondary school in Purok Daisy, Lomuyon, Kiamba, Sarangani Province. Utilizing a qualitative case study approach, data were collected through key informant interviews, analyzed using thematic analysis, and interpreted within the framework of Bronfenbrenner's Ecological Systems Theory. Findings reveal that Social Studies teachers in resource-limited settings fulfill multiple roles beyond classroom instruction, including mentorship, community engagement, and advocacy for students' learning needs. To address instructional constraints, teachers employ resourceful strategies such as developing self-made instructional materials, utilizing community-based learning, and adopting interactive teaching methods, including storytelling and role-playing. These adaptations enable them to sustain student engagement despite the absence of modern teaching resources. Furthermore, these challenges contribute to teachers’ professional growth by fostering resilience, adaptability, and instructional innovation. The study emphasizes the need for institutional support to strengthen Social Studies instruction in rural schools. Recommendations focus on improving resource allocation, expanding access to professional development, and establishing support systems for teachers dealing with instructional and socio-economic constraints. These findings serve as a reference for educators, policymakers, and school administrators in formulating policies and interventions that improve Social Studies teaching in resource-deprived environments.