Why We Stay: Lived Experiences of Public Elementary School Teachers Working in Hinterland Schools

Teacher retention in remote schools shapes educational equity, yet persistence drivers remain underexplored in the Philippines.This phenomenological study explored why ten public elementary teachers remain in hinterland schools of Davao City despite profound material, cultural, and geographic constraints.Reflexive thematic analysis of in-depth interviews revealed that teachers face severe logistical and infrastructural challenges, which they navigate through adaptability, robust community support, and personal resilience.Their enduring commitment is deeply rooted in a strong sense of vocational purpose, community service, and opportunities for ongoing growth.Ultimately, the findings suggest that fostering teacher retention requires policy actions combining material provisions with relationship-based community engagement and continuous professional learning to sustain teacher autonomy, competence, and relatedness.