Witnessing Absence: Teachers' Lived Experiences With Elementary Students of Migrant Parents in Vicente Hizon, Sr. Elementary School

The primary aim of this study was to explore the lived experiences of teachers working with elementary students of migrant parents. The study focused on understanding the specific experiences/challenges they face, the coping strategies, and the valuable insights they gain. This study employed a qualitative research design with a phenomenological methodology provided a robust framework for capturing the depth and nuances of these experiences. Participants were selected purposively from teachers handling students with migrant parents enrolled at Vicente Hizon, Sr. Elementary School, Bangoy District, Davao City Division, ensuring a diverse range of perspectives. Their voluntary participation ensured that the study could authentically explore and document the multifaceted dynamics of homeschooling education. The experiences were: (1) Emotional Burden, (2) Communication Struggles, and (3) Increased Responsibility. On the coping strategies of teachers were (1) Seeking Social Support, (2) Prioritization and Time Management, and (3) Engaging in Self-care. The educational management insights drawn from the findings of the study were (1) Enhancing Teacher Support Systems, (2) Strengthening Parent-Teacher Connections, and (3) Empathy and Understanding. The study highlights the need for policies that support teachers of students with migrant parents through added resources and training, improved communication with families abroad, and integrated school counseling services to support student well-being.