CHALLENGES IN TEACHING SCIENCE IN RURAL SCHOOLS OF BISLIG CITY: A PHENOMENOLOGICAL INQUIRY

EDUCATIONAL MANAGEMENT

This phenomenological study explored the lived experiences of elementary Science teachers working in rural schools in Bislig 2B District, Bislig City, during School Year 2025–2026. The study focused on two questions: how teachers experienced the day-to-day realities of teaching Science in rural schools and how these experiences shaped their beliefs and attitudes toward Science teaching. Five elementary Science teachers participated through purposive sampling. Data were generated through validated semi-structured, in-depth interviews, audio-recorded with consent, transcribed, and examined using thematic analysis. The findings revealed that rural Science teaching is marked by persistent material constraints, but also by strong teacher resourcefulness and contextual adaptation. Five essential themes described participants' lived experiences: Resourceful Teaching within Material Constraints; Contextualized and Hands-On Science Learning; Teaching Across Different Learner Needs; Keeping Learners Engaged amid Classroom Realities; and Assessment Beyond Paper-and-Pencil Tests. Participants described improvising laboratory activities with household, recycled, and locally available materials; connecting scientific concepts with learners' everyday experiences and local environments; differentiating instruction for varied levels of readiness; using interactive strategies to sustain attention; and combining written, oral, performance, and practical assessments. Their experiences also shaped three broad beliefs: Science is learned best through experience and relevance; complete facilities do not define good teaching; and professional growth comes through adaptability, collaboration, and continuous learning. Their attitudes were characterized by positive and patient commitment to learners, resilient and resourceful responses to constraints, and motivation strengthened by support and collaboration. The findings suggest that resource limitations are real and consequential, but they do not fully determine the quality of Science instruction. Teachers actively reconstruct lessons around what learners can see, do, and understand. The study recommends stronger access to basic Science resources, practical and context-responsive professional development, and sustained mentoring, collaborative planning, constructive feedback, and school-community support for rural Science teachers.

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