On grit: understanding Science teaching in challenged areas

Abstract

Teaching has always been a noble profession; to teach in challenged areas could then be the noblest. This study investigated science teachers who were teaching in challenged areas to generate theories that explain why they continued to teach under such circumstances. It focused on the factors that influenced them in their decision to stay and remain in geographically isolated and disadvantaged areas collectively called challenged areas. This qualitative study employed grounded theory. Data sources included transcripts from both online and face-to-face interview sessions, field notes, and photographs from observations and school visits. Recordings were transcribed and responses were coded. Data gathered were constantly compared and analyzed. Data gathering involved a theoretical sample composed of high school science teachers who were teaching in challenged areas - two high school science teachers from a geographically isolated island, one high school science teacher from a geographically isolated mountain, three high school science teachers from the conflicted barangays, and three high school science teachers from disadvantaged areas in the city. To attain triangulation, the researcher interviewed a co-teacher and a student of each participant were also interviewed as secondary informants, resulting in a total of 27 participants. Results revealed that high school science teachers taught in challenged areas due to intrinsic and extrinsic factors. Intrinsic factors included their personal choice to pursue teaching, the calling for the profession, and the commitment to serve while extrinsic factors included compensation and convenience. The study also revealed that the participants manifested passion which was the driving force behind their persistence in their science teaching in challenged areas. The findings led to the emergence of a theoretical model on grit theory. Grit theory on science teaching in the challenged areas which was grounded on the passion for science teaching and persistence of the participants to remain in the challenged areas, was advanced.