Lived Experiences of Technical-Vocational and Livelihood Teachers in Geographically Isolated and Disadvantaged Areas School (GIDAS)

Technical-Vocational and Livelihood (TVL) education plays a vital role in equipping students with practical skills for employment and self-sufficiency. However, delivering this form of education in geographically isolated and disadvantaged areas presents unique challenges for teachers. This study aimed to determine the experiences, coping mechanisms, and insights of Technical-Vocational and Livelihood teachers in Geographically Isolated and Disadvantaged Schools. It employed qualitative research, specifically using a phenomenological approach. The study involved six participants—three from Sindaton National High School and three from Kauswagan National High School. The findings revealed that TVL teachers in these areas faced significant challenges, including dealing with diverse learners, limited resources, and language barriers. The study highlights the complex interplay between professional commitment and the contextual realities of teaching in remote and underprivileged settings. Implications for policy, teacher training, and support initiatives are discussed within the broader framework of enhancing educational equity and quality in marginalized communities. To cope with their challenges, participants utilized strategies such as innovating learning materials, managing emotional stress, planning alternative actions, and staying committed to their purpose. Insights drawn from their experiences emphasized the need for adequate resources and equipment, ongoing professional training, collaboration and support systems, adaptability, resourcefulness, and a strong focus on student development. The results of this study contribute to a deeper understanding of the phenomenon and can guide educational policymakers in developing intervention programs to support TVL teachers in geographically isolated and disadvantaged schools.