Challenges and Coping Mechanisms of Social Science Educators in Higher Education Institutions Residing Far from Home
Winston M. Padre
*
Mariano Marcos State University, Ilocos Norte, Philippines.
Sonny Rae I. Fernando
Mariano Marcos State University, Ilocos Norte, Philippines.
Jasper Kim M. Rabago
Mariano Marcos State University, Ilocos Norte, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This phenomenological qualitative study explores the challenges and coping mechanisms encountered by social science educators in higher education institutions who experienced residing far from home and aims to provide coping mechanisms strategies to educators in higher education institutions living far from home. Participants of the study were ten (10) social science educators in higher education institutions residing far from home and who have experienced living far from home while teaching in Ilocos Sur, Philippines. The methodology used in the study utilized written phenomenological narratives in gathering necessary data for the study. Utilizing Braun and Clarke (2006) thematic analysis procedures, findings of the study revealed various challenges including; emotional and social adjustment, practical and relational struggles due to distance, and work–life imbalances. This study also presented different coping mechanisms used by the participants in managing homesickness, burnout, and loneliness due to distance. These different strategies encompass family communication via video calls, building surrogate networks with colleagues and friends, leisure activities like walking and traveling, established routines for independence, and introspective practices such as journaling and faith. Findings highlights the resilience of educators residing far from home and this recommends institutional support programs, flexible arrangements, activities that fosters healthy relationships in workplaces, and trainings for cultural adaptation—which enhances emotional fortitude and job satisfaction among educators in the academe. In conclusion, the study proved that despite the challenges brought by distance encountered by social science educators in higher education institutions who are teaching far from home, they still thrive and trained to have long-term emotional fortitude, and promote job satisfaction despite the high level of stress in the workplace due to high demand of work. Hence, it is recommended in the study that schools must also implement activities that will enhance peer support among their colleagues. Additionally, schools must also consider flexible work arrangements that will help manage work-life balance.
Keywords: Phenomenological study, higher education, social science educators, homesickness, loneliness, work-life imbalance, resilience, surrogate networks.