Challenges Faced by Social Studies Teachers in Island Communities

Abstract

This descriptive study examined the challenges encountered by Social Studies teachers assigned to island schools in the Division of Sagay City during the Academic Year 2017-2018. Specifically, it sought to determine the level of challenges experienced by teachers in terms of geographical, instructional, socio-economic, psychological, and weather-related factors and to ascertain whether significant differences existed in these challenges when respondents were grouped according to age, sex, civil status, and family income. The study involved 44 Social Studies teachers selected through total population sampling. Data were collected using a researcher-developed survey questionnaire and analyzed using descriptive statistics. To determine significant differences in the level of challenges across demographic variables, the independent Sample T-test was employed. To determine the level of challenges among the teachers, descriptives statistics were used. Results revealed that the respondents experienced a moderate level of challenges across all identified factors. Furthermore, the findings showed no statistically significant differences in the level of challenges when teachers were grouped according to age, sex, civil status, and family income. This suggests that the challenges encountered by Social Studies teachers in island schools are generally common across demographic groups. Based on the findings, a seminar workshop was proposed to address the identified challenges through professional development and practical support mechanisms. The proposed intervention is intended to strengthen teachers' coping capacities, enhance instructional effectiveness, and promote resilience, thereby contributing to improved educational outcomes and the delivery of quality education in geographically isolated island school communities.