Challenges to the Professionalism of Teachers in Rural Sabah

This study explores the professional challenges faced by teachers serving in remote areas of Sabah, particularly in relation to instructional management and job satisfaction. The purpose of this research is to gain an in-depth understanding of teachers' daily teaching experiences and how they evaluate their job satisfaction in challenging environments. Notably, remote areas often struggle with inadequate infrastructure, including poor road access, limited school facilities, unstable electricity supply, and weak internet connectivity, which directly affect the effectiveness of teaching and learning. Concurrently, teachers face psychosocial challenges such as professional isolation, excessive workload, and limited opportunities for career development. This phenomenological study employed a qualitative approach through semi-structured interviews with purposively selected teachers from remote schools. The findings indicate that teachers adapt their instructional practices creatively by utilizing available resources, drawing support from colleagues, and tailoring strategies to students' needs. Logistical constraints and workload pressures do not prevent teachers from experiencing professional satisfaction, which is driven by students' progress and positive social support. This study provides a comprehensive insights into the lived experiences of rural teachers and underscores the need for holistic support policies, encompassing professional development initiatives, enhanced physical infrastructure, and the enhancement of teacher well-being.