Navigating Poverty and Pedagogy: Lived Experiences of Elementary Teachers in a Fishing-Dependent Coastal Community

Abstract

Teaching in fishing-dependent coastal communities involves complex educational realities shaped by poverty, unstable livelihoods, and limited access to resources. This study explored the lived experiences of elementary teachers teaching in a fishing-dependent coastal community under the Department of Education, Catbalogan City Division. Specifically, the study examined how teachers navigated poverty-related challenges, adapted pedagogical practices, managed emotional demands, and viewed education as a source of hope and transformation for learners living in economically vulnerable environments. The study employed a qualitative phenomenological research design, in which seven elementary teachers were purposively selected as participants based on their direct teaching experience in a coastal community. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis following Braun and Clarke's framework. The findings generated four major themes: (1) Confronting Poverty as a Daily Classroom Reality, (2) Adapting Pedagogical Practices to Learners' Economic Realities, (3) Navigating Emotional Burdens Through Compassion and Resilience, and (4) Viewing Education as a Pathway to Hope and Transformation. The findings revealed that teachers continuously navigated challenges associated with poverty, absenteeism, limited resources, and emotional demands while remaining committed to sustaining learner participation and engagement. Teachers demonstrated adaptability through contextualized instruction, instructional improvisation, and compassionate teaching practices responsive to learners’ lived realities. The study further highlighted the important role of education in empowering and transforming marginalized coastal communities. The study concludes that teaching in fishing-dependent coastal communities extends beyond instructional responsibilities and requires continuous pedagogical, emotional, and social engagement with learners and their families. The findings provide insights for strengthening contextualized educational programs, learner support initiatives, and teacher support mechanisms in marginalized coastal communities.