EXPLORING THE EXPERIENCES OF TEACHERS SERVING THE PHILIPPINE

2023 BARANGAY AND SANGGUNIANG KABATAAN ELECTIONS (BSKE)

IN REMOTE AREAS

A Thesis

Submitted to

the Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfilment

of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

By

DANILO N. DIVIDINA

October 2024
Table of Contents
 CHAPTER I

PROBLEM AND ITS BACKGROUND

Background of the Study

The Barangay and Sangguniang Kabataan Elections, or BSKE, form part of

the democratic processes in the country. This is a conduit toward grassroots

governance and the participation of the youth. BSKE is held every three years to

elect officials at both the barangay level and the Sangguniang Kabataan (youth

council) (SK) levels to empower local communities to take governance into their

own hands and develop leadership among the youth (Lu, 2023; PNP TWG of the

STF 2023, 2023).

It traced its history back in the Philippines before it was colonized. In the

indigenous society, the barangays became the political units and their structures.

Organized in barangays and larger units under the Spanish period as known as

"pueblos" or municipalities headed by an appointed head and also had municipal

administrators and elected officials known as the Gobernadorcillo who was

equivalent to today's Municipal Mayor under a municipal government (Technical

Working Group [TWG], 2018).

The modern barangay system in the Philippines was set up by Presidential

Decree No. 86 in 1972 that defined the organizational structure and functions of

barangays as the smallest administrative division in the country (TWG, 2018). The

BSKE was institutionalized in the framework of barangay governance. This

provides the opportunity for local residents to participate in the selection of

barangay officials.
 In 1991, the Local Government Code of the Philippines further promoted

the barangay system in terms of additional strengthened powers and

responsibilities transferred to local government units, including barangays. Official

Gazette, 1991. The code further created the SK or youth council as an

independent and independent body under the barangay system with elected youth

leaders representing youths residing within a barangay from 15 to 30 years of age

(Local Government Code of 1991, 1991; Official Gazette, 1991).

The BSKE has remained under reform and revision since the inception of

the process of making it more transparent, inclusive, honest, and fair. Through the

reforms, the measures include automated voting systems, a voter education

campaign, and election promotion to the youth SK (COMELEC, 2021).

Despite these efforts, one cannot deny that there are still challenges in

conducting BSKE, especially in far-flung places of the Philippines, such as

geographical isolation and restrictions to mobility due to unavailability of

resources, underdeveloped infrastructure, and socio-economic imbalance

(Lorenzo, 2019). Added to these is lack of access to basic facilities, an exhausting

mode of transportation, and poor access to communication, which can undermine

the orderly conduct of electoral processes (Legal Network for Truthful Elections

[LENTE], 2023).

Such teachers will assume very crucial posts of supervising BSKEs in such

isolated areas; again, it reflects the confidence shown in the education sector with

a situation that makes it very difficult to deploy government officials to those very
isolated geographical areas (Tolentino, 2018). Teachers were also tapped from

voter education and would primarily be members of BET or BEI or conduct other

forms of electoral work in their local jurisdiction (Pablo, 2017). They are mainly

chosen to form the BET, which will conduct the election and identify voters, ensure

that they vote as required, and ensure safe keeping of electoral materials. It is

very much essential to constitute a teacher on the BET as his reputation for

impartiality, integrity, and professionalism has always preserved the sanctity of the

election process.

The longtime stakeholders in the electoral process, they would always be

called upon to fulfill their election duties; there are various roles that most of them

played in ensuring that electoral processes on both the national and local levels

were successful, integrity, transparency, and efficient (Department of Education

[DepEd], 2010b; Santiago, et al., 2023; Sobritchea, 2017).

Provides a reflection of the trust that the government has put in the

education sector and setbacks in sending in personnel from the government in the

far-flung places as the Philippine government trusts in the teachers who

administer BSKE in far-flung places. However, not much has been known on the

experiences of teachers who work in remote and often challenging electoral

environments; (DepEd, 2010b).

Understanding experiences of the teaching personnel as performers in far-

flung places for the BSKE 2023 Philippine Elections is relevant for reasons of

enumerating different problems and challenges in carrying out such an election

duty, ranging from logistics issues, security-related problems, to dynamics within

their community, (Sevillano, 2022). This perception thereby suggests an effect on

roles, responsibilities, and conditions for teachers from such a perspective. Lastly,

it offers highly relevant views to policymakers, election bodies, and education

institutions for developing support mechanisms, training, and resource

management for teachers in electoral activities in distant places (Hogstrom, &

Jerhov, 2023).

This qualitative study explores the experiences of the teachers who

participated in BSKE 2023 implementation in remote barangays. This study aims

to achieve the following purposes through the discussion of problems,

perceptions, and implications of teachers on the electoral process: 1. Delve into

logistical problems that confront teachers in exercising their right to vote, in casting

the actual votes in a geographically remote area, and problems associated with

transportation and communication during the time of elections (Erben et al.,

2004b); 2. investigate the security threats posed by being the teacher in service at

remote places for BSKE Philippines 2023, evaluate the effect that may be

generated on the intent and desire to serve or be involved in elections or choosing

the tasks related to BSKE; 3. have an understanding about the role played by the

teachers when participating at BSKE Philippine 2023 in their geographically

remote areas: research thoroughly their perceptions, professional, and personal

issues with regards to working on BSKE for integrity and transparency while doing

such an electoral activity. Here, it intends to dig deeper into the issues associated

with their profession, experience of a Board of Election Tellers/BOT and/or a Board

of Election Inspectors/BIE, contribution, their work, to administrative operations; 4.

consider impact on the personal lives and professional well-being of a teacher in

carrying out tasks or BSKE-its overload or stress and other forms of cost that are

more emotive 5. This shall gain an insight about what happens in distant

geographies with the context of teachers in the light of such socio-political

structures prevailing there, thus allowing scope for understanding socio-politically

the issues prevailing between teachers and those serving their constituencies as

the democratic forces.

Long tradition it is to have teachers deployed mostly as election day

personnel, especially for far-flung and isolated places during the BSKE. Teachers

are among the key stakeholders of the Philippine electoral process whose

implementation of electoral activities suffers from a lot of difficulties and challenges

mainly in isolated regions where logistics constraints, security concerns and

scarce availability of resources stands as a stumbling block for effective electoral

administration. Outline of experiences of teachers who coping up strategies while

engaging in the remote by the remote by teachers during the Philippine 2023

Barangay and Sangguniang Kabataan Elections outline. In general, teachers are

of much more serious and vital role for the integrity and transparency of elections

as they mostly face many obstacles which badly affect their delivery as election

workers. This paper discusses teacher concerns over roles in positioning for

supporting the govern through the electoral process in less accessible places.

The experiences of teachers serving in the Philippine 2023 BSKE will get

insights into schooling, democracy, and governance interplay; inform

recommendations, training programs, and forms of support for teachers during

electoral processes at grassroots, local levels in the Philippines, with implications

for reforms into electoral processes, teachers training, and community

development activities and initiatives, Clark & James:2021.

The teachers educate the voters on procedures, candidates, and the voting

process itself. The teachers require voter education through schoolroom

discussions, issues they address, and seminars as grassroots outreach programs

in the remotest and the poorest parts of the state (Balbontin, 2016).

Teachers oversee election day polling stations, and all outstanding

irregularity or dispute is addressed. Such presence will ensure that the teachers

are present enough to govern electoral laws and regulations while election

processes carried under already set protocols (Alvarez, 2019).

They document all procedures that incorporate the electoral process,

starting from preparation to registration of voters up to the voting day. For

example, thirdly, teachers are one-third of independence observers who raise the

transparency and accountability of this process. They document and report all

irregularities or breach of this electoral process or ignore electoral laws as

stipulated (IAG, 2022: Engelbrecht, 2024).

 After the election, they count the ballot papers and solve electoral disputes.

All these ensure that the declared results are valid and authentic. According to

Engelbrecht, 2024, and IAG, 2022, "teachers are the backbone of the electoral

process, both before, during and after".

This paper focuses on the Barangay and Sangguniang Kabataan Elections.

This BSKE is such a rare event in other national elections since this happened

only the fifth time this time, or since the very first of such elections that took place

in 2002, 2007, 2010, and 2018. Engaging at the grassroots level finds it very

interesting in determining the scope and extent of governance, electoral process

and administration, voter engagement and participation, issues and campaign

focus, and regulatory framework and resources as presented next through the

following comparison made by Teehankee (2006).

Table 1. The distinct differences of the BSKE from the National and Local

elections that made the researcher focus on the 2023 BSKE.

Types of Elections
Barangay and SK
National Elections
Categories of Elections
Differences
Scope and level of As for its scope, the Scope: These elections
governance BSKE elections are local, are nationwide and cover
focusing on the smallest the entire country.
administrative units in the
Philippines—barangays. Level of Governance:
National elections
Level of Governance: determine the leaders who
Barangay and SK officials will govern at the national
manage community-level and local level, including
concerns and are the President, Vice
responsible for President, Senators, and
implementing local Members of the House of
policies and programs. Representatives, Party-
List down to local officials.
 Positions Elected:
Positions Elected: In
Positions include the
Barangay, voters elect the
President, Vice President,
Barangay Captain and
Senators, District
seven Barangay
Representatives, Party-
Councilors. In SK
List Representatives,
elections, voters elect the
Governors, Vice-
SK Chairperson and
Governors, Board
seven SK Councilors.
Members, Mayors, Vice-
Mayors, and Councilors.
Frequency: Presidential
elections are held every
six years, while other
Frequency: Held every
national positions, such as
three years.
Senators, District and
Party-List representatives
Administration: Managed
including Local Officials
by the Commission on
are elected every three
Elections (COMELEC) but
years.
conducted with significant
local involvement.
Electoral process and Administration: Also
Teachers often serve as
administration managed by COMELEC
members of the Electoral
but with more extensive
Boards (EB)
logistical requirements
due to the larger scope.
Campaign Regulations:
Typically involve smaller-
Campaign Regulations:
scale campaigns with
Campaigns are larger in
community-level
scale, involving national
interactions.
media, extensive
advertising, and broader
public engagement.
Voter engagement Voter Base: Focuses on Voter Base: Involves the
and participation local residents within a entire electorate of the
specific barangay. Philippines, including all
registered voters across
Youth Engagement: The the nation.
SK elections specifically
target the youth, with Broader Impact: The
voters aged 15 to 30 outcomes influence
participating in electing national and local policies,
the SK officials. governance, and the
overall direction of the
Community Impact: The country.
outcomes directly affect
 local community issues
and governance.

Local Issues: Campaigns

often focus on immediate,
National Issues:
tangible community
Campaigns address
concerns such as local
broader issues such as
infrastructure, community
economic policy, national
programs, health
security, foreign policy,
services, and youth
and large-scale social
Issues and campaign activities.
programs.
focus
Personal Connections:
Media and Technology:
Candidates are often
Extensive use of mass
personally known to
media, social media, and
voters, and campaigns
large public rallies to
may involve door-to-door
reach a wider audience.
canvassing and
community meetings.
Resources: Typically Resources: Higher
involve lower campaign campaign budgets, more
budgets and fewer significant fundraising
resources compared to efforts, and extensive use
national elections. of resources.
Regulatory
framework and
Regulations: Governed Regulations: Governed by
resources
by specific laws and broader national electoral
regulations designed to laws and overseen by
manage local electoral various regulatory bodies
processes, including the to ensure compliance and
Local Government Code. fairness.

It is extremely challenging for instructors to logistically service many of the

far-flung areas that are inadequately facilitated and equipped. For example, the

poor construction of roads or sometimes no transport infrastructure whatsoever

leads access to the most remote polling stations. Poor facilities and equipment to

voting booths and ballot boxes could be a challenge in having free and fair

elections of such far-flung locations (IAG, 2022; Lu, 2023).

 Furthermore, teachers face security concerns as well during elections

where they teach in places not close to easily accessible ones. Such places may

be either armed groups or heightened political tensions or else no enforcers of law

and the like. An insecure environment for the teacher may turn him or her off from

doing certain activities during the election period or otherwise deliver their duties

efficiently (Philippine Daily Inquirer, 2022).

Another key challenge that teachers experienced in assisting to conduct an

election in rural areas is their communication. Lack of an electricity supply in some

sites in the rural may offer limited access to telecommunication infrastructures,

such as mobile network and internet connectivity which can easily connect polling

stations, election officials, and electoral authorities. This inadequacy of

communication infrastructure shall make the immediate reporting of results and

coordination of activities associated with elections challenging (Orale & Quejada,

2018; Santiago, 2023; Sevillano, 2022).

Such lack of training and preparation combined with a lack of materials and

other resources makes it extremely challenging for the teachers involved in

assisting in an election context. Support factors arising from electoral bodies and

governmental agencies also deprive teachers of adequate support while fulfilling

electoral responsibility in rural areas (Clark, & James, 2021; IAG, 2022; Mendoza,

2023b).

Other than safety concerns, deployed teachers face complex community

relationships and political pressures that make it difficult for them to serve

impartially in election operations. In most situations, teachers will meet local

politicians or community leaders who will try to influence them to vote in one way

or another or even take part in partisan activities. These dynamics are hard to

negotiate while keeping the professional integrity of service in teaching-for

teachers who serve in far-flung areas (Alvarez, R. M, Cao, J. & Li, Y., 2021).

Nevertheless, a teacher is part of the backbone which leads to believability and

neutrality in elections within rural parts of the Philippines. A few crucial issues have

to be understood and resolved for electoral processes in remote regions to

become more effective and inclusive.

Geographical remoteness, inaccessibility, less developed infrastructure,

and other specific socio-economic problems are characteristic of the regions

concerned. Urban and suburban areas provide better connectivity, comprehensive

infrastructural facilities, more diversified economic opportunities, and services.

The following table shows differences between the remote area and other

areas according to Bergado in 2019, Engelbrecht in 2024, Harrington in 2022, and

Orale & Quejada in 2018.

Table 2. The unique differences of remote areas from other areas which

made the researcher chose remote areas.

Types of Elections
Barangay and SK
Categories National Elections
Elections
Of Differences
1. Geography and Geography: Typically Geography: Located in
Accessibility located in isolated or more easily accessible
difficult-to-reach regions regions, including plains,
such as mountains, coastal areas with good
islands, or dense forests. road networks, and
metropolitan regions.
Accessibility: Limited
access due to poor Accessibility: Well-
transportation connected through
 infrastructure. Roads
may be unpaved, and
extensive road networks,
access may depend on
public transportation
boats, footpaths, or
systems, and often close
infrequent public
to major highways and
transportation.
airports.
Distance: Far from urban
Distance: Proximity to
centers or major towns,
urban centers and
often requiring extensive
essential services, often
travel time to reach
within a short commute.
essential services or
administrative centers.
Basic Services: Limited Basic Services: Readily
access to essential available access to
services such as comprehensive
healthcare, education, healthcare, education,
and utilities (electricity, and utilities.
water, internet).
Facilities: Numerous
Facilities: Few public public facilities and
2. Infrastructure facilities and amenities; amenities, including
schools and health hospitals, schools,
clinics may be far apart shopping centers, and
and poorly equipped. recreational areas.

Communication: Poor or Communication: Reliable

unreliable internet and and widespread internet
telecommunications and telecommunications
infrastructure. infrastructure.
3. Socio-Economic Economy: Often reliant Economy: Diverse
Conditions on subsistence farming, economic activities,
fishing, or localized including manufacturing,
trade. Limited economic services, technology, and
opportunities and commerce.
employment options.
Income Levels: Higher
Income Levels: income levels and more
Generally lower income economic opportunities.
levels and higher rates of
poverty compared to Development: Rapid
urban areas. economic development
with significant
Development: Slower investments in
economic development infrastructure,
and fewer investments in businesses, and
 infrastructure and
services.
businesses.
Education: Limited
Education: Abundant
access to educational
access to a wide range
institutions; schools may
of educational
be under-resourced and
institutions, including
difficult to reach. Higher
primary, secondary, and
dropout rates and lower
tertiary schools. Better
educational attainment
resourced and higher
levels.
4. Education and quality of education.
Healthcare
Healthcare: Limited
Healthcare:
healthcare facilities and
Comprehensive
services; often reliant on
healthcare facilities,
small clinics with minimal
including hospitals,
staff and equipment.
specialized clinics, and a
Patients may need to
wide range of healthcare
travel long distances for
professionals.
advanced medical care.
Community Life: Close- Community Life: More
knit communities with diverse communities with
strong social ties and a mix of cultural
traditional cultural backgrounds and social
practices. dynamics.

Diversity: Often less Diversity: High cultural

5. Social and Cultural
culturally diverse diversity with various
Aspects
compared to urban ethnicities, languages,
centers. and lifestyles.

Services: Limited Services: Wide range of

availability of social social services, cultural
services and cultural activities, and
activities. recreational options.
6. Environmental Natural Environment: Natural Environment:
Conditions Often surrounded by More urbanized with
natural landscapes, reduced natural
including forests, landscapes and higher
mountains, or coastal levels of pollution.
areas. Lower levels of
pollution and industrial Climate: Generally, more
activity. moderated by urban
infrastructure, but urban
Climate: Can be harsh or areas can also face
extreme, impacting living unique environmental
conditions and access. challenges such as
 urban heat islands.

According to Atienza, 2022, "All politics is local, and local matters matter.

The following studies look into aspects that deal with teachers' role and

experiences in helping out in elections. This section discusses some existing

literature that looks into electoral processes and experiences of teachers who are

assisting in elections; the review of earlier research on the issue mainly within the

context of the Philippines.

Smith et al. (2018) investigated a list of various countries' roles that a

teacher might assume during election time, and one of those was the country of

the Philippines. The said study report identifies multiple roles for teachers: serving

as members of the BEI and conducting voter education drives and other election-

related activities within school premises.

Garcia has another study that focused on the role of teachers in Barangay

and Sangguniang Kabataan Elections (BSKE) in the Philippines. His focus was on

the involvement of teachers to make BSKE free from fraud and manipulation,

especially in inaccessible places where the government presence is minimal.

The mixed qualitative findings of Aguilar in 2019 present the experiences of

assistant teachers who are members of the Board of Election Tellers in the

Philippine elections. Among things that have been observed and gathered through

the findings were logistical constraints, security concerns, and even community
pressures. However, such challenges were surpassed by the strong commitment

of the teachers in accomplishing their duties in the elections.

In such a case by Cruz (2017), the study examines cases of experiences of

assistance teachers in electoral processes within remote areas of the Philippines.

The paper points out the peculiarities that teachers will face in remote

communities, which include resource and communication constraints alongside

safety concerns. In this respect, the study came out strongly advocating for

targeted support and training of assisting teachers in remote areas.

Gonzales et al. (2020) conducted a mixed-methods study on how electoral

processes affected the well-being of teachers in the Philippines. Results indicate

mixed effects of election-related activities, including being a BEI, on teacher well-

being. Some were proud and satisfied with the feeling of contributing to the

democratic process, while others ended up feeling stressed and fatigued because

of the workload and responsibility attached to it (Clark, & James, 2021; Chi, 2023).

Santos, 2018, is another one, speaking of psychological implications the

electoral process has on mental health in Filipino teachers. Long working hours,

shortages in resources, and security issues in the maintenance of safety for the

learners were among the stressors found. There has also been a critical need

shown for psychological resources in support of the teachers during their electoral

tasks (Bautista, 2023; Cruz, 2023).

Studies in the past are very important in giving insights into the role that

teachers play in electoral processes and their experiences when assisting during

elections, especially in the case of the Philippines. Such, therefore, will the
proposed research contribute further to extant literature on the experiences of

teachers in the remote areas serving in the Philippine 2023 BSKE and still

underlining the challenges and opportunities that are totally different for educators

in such areas.

This study on the experiences of teachers who served in the 2023

Barangay and SK elections in far-flung areas could be highly contributory to policy

development and academic research. Doing so could provide solutions to help

create more effective, equitable, and supportive policies. Apart from that, it would

incorporate context-sensitive information or practical knowledge to enrich the

academic discussion and then enhance comprehension in general regarding

electoral processes under local administration within challenging environmental

conditions.

Possible contributions include policy formulation, improvement on equity

and access issues, welfare and compensation policies towards the teachers.

Logistical support for policy formulation and improvement can be made by using

the findings of the study to inform policymakers on the specific logistical problems

that teachers face in remote areas, thereby improving planning and resource

allocation. This results in better transport, effective communication infrastructure,

and effective delivery of election materials; training and capacity-building where

the study can describe the requirement of specialized training programs that are

conversant with the unique features of remote areas in order for teachers to be

well equipped for their jobs; and safety and security measures whereby identifying

the risks of safety that teachers face, the study can motivate more stringent
security protocols and the deployment of other security personnel to vulnerable

areas.

This involves the provision of resources whereby a research may uncover

disparities in the distribution of resources between the countryside and the urban

areas and hence can be employed in developing policies that support equal

funding and resource resources. Again, inclusive practice will be revealed results

that ensure policies guarantee equal democratic participation in all the

communities because equitable resource distribution that does not regard the

place of location.

The welfare and compensation that the teachers are being compensated

for would include incentives and compensation wherein understanding additional

burdens which teachers face in remote areas will lead to policies that will have

incentives and compensation for their workload plus risks; and, support services in

which the study can present the importance of support services, like being able to

provide mental health resources and debriefing sessions shortly after election

time.

This study can subsequently contribute towards the more productive body

of academia or knowledge through extension in its theoretical frameworks,

understanding in context, implications on practice, and data found.

With further expansion of theoretical frameworks, the study can bring to

fore empirical data that help sharpen role theory as applied in both the roles of

teacher/educator and electoral officer, especially in a very challenging

environment; thus the public service motivation and civic duty can be supported
because, after researching, findings can come handy to enrich the very theories

by showing how, motivated and with a civic sense teachers are, in adverse

circumstances, performing their duties for electoral roles.

In contextual understanding, this study is oriented toward localized

experiences of far-flung areas, which would further add to more detailed, context-

specific insights often underrepresented in broader studies of elections. It would

better highlight how geographical and socio-economic factors impact the election

process; and, in many ways, the study would provide a basis for comparative

research by contrasting experiences from remote areas with those found in urban

or suburban environments that may present unique challenges or opportunities in

different contexts.

Best practices can be gathered in the practical implications by documenting

successful strategies and practices used by teachers in remote areas. This will

provide great lessons and best practices, which should be adopted in similar

contexts around the world. Through systematic identification of challenges and

proposing solutions, the study is a form of a practical guide to election

administrators, policymakers, and educators in future elections.

Evidence-based research based on empirical data shall be added to the

knowledge body about the functioning of local elections in remote settings, thus

contributing to a more holistic understanding of the Philippine electoral system and

its complexities. The longitudinal data for a couple of election cycles will help to

track changes and improvements over time, thus informing ongoing policy

adjustments and reforms.

 For a teacher, the study on experiences serving in Barangay and

Sangguniang Kabataan elections in remote areas is important for several reasons:

it meets the call for understanding and documenting their experiences, informing

policy and practice toward enhancing their working conditions and support

systems. This study is very important in that it increases professional

development, safety, and recognition for teachers, ultimately empowering them in

the electoral process and making that process more effective and equitable. By

focusing attention on such experiences, the study not only validates the essential

role that teachers must play in the democratic process but also opens the door for

meaningful policy changes and better support mechanisms.

This study was critical in understanding challenges.and to inform policy and

practice. Challenges may include contextual difficulties and role strain.

There is a contextual challenge which may be less noticed. Teachers who

are sent to a far-flung area during the Barangay and SK elections face logistical

issues and scarce resources with concerns regarding safety. This research will

highlight the issues since it will be based upon an overall view on specific

difficulties that these educators face.

Significant role strain relates to the experiences of teachers as they serve in

the two roles of educators and election officials. The present study will document

such experiences to shed light on added pressures and responsibilities placed on

teachers.

Policy development and resource allocation are necessary to inform policy

and practice. The study may likely inform the development of specific policies that
will favor these teachers in remote settings since it addresses their identified

needs and challenges. As such, insights gained from this study would allow for fair

resource distribution, ensuring that necessary tools and support are provided for

effective execution of service delivery for teachers in respective areas.

This study is expected to be of great significance for teachers to include

enhancing support and training, improving working conditions, recognizing and

empowering them, impacting policy and advocacy, and contributing to academic

and professional knowledge.

Better support and training could lead to tailor-made training programs. The

outcomes could also formulate special training programs that will enlighten

teachers enough to handle the challenges of election services in isolated regions.

This can also pinpoint areas that need additional support and development on the

part of the teachers, hence helping them achieve an overall professional

development and capacity building.

Improvement in working conditions will include security and safety

measures that identify the risks that fall on the teachers, which can spur the

adoption of better security and safety measures, making work safer during

elections; recording the extra burdens on the teachers will result in increased

compensation and incentives, as these are critical workers within the electoral

process.

Teachers need recognition/acknowledgment of their efforts and

empowerment. This study will be helpful in identifying and validating the important

role played by teachers in the democratic process, which will enhance their morale
and sense of professional pride. Giving teachers a voice and recording their

experiences empowers them to further advocate more effectively for their needs

and rights.

Teachers and their representatives are much more visible because

informed advocacy is much more conspicuous than it would otherwise be. The

study will provide a sound evidence base for advocating for better working

conditions, resources, and support. It also has policy influence because teachers

will be able to engage the policymakers and stakeholders with findings on how

their roles and responsibilities are likely to be affected in elections.

Most important is what the study would contribute in terms of added

knowledge toward academic and professional practices. While this research can

contribute a piece to knowledge, particularly focusing on the duality roles of

teachers toward education, it can present a set of unique experience faced by

teachers that others must go through for ensuring an orderly election process. The

effective strategies and mechanisms developed can be best practice materials in

coping or dealing with challenges from any election administration endeavor, so as

to boost general efficiency or effectiveness.

Theoretical Framework

The Role Theory will be of application in a framework of understanding

experiences of teachers in the distant areas of the Philippine 2023 Barangay and

Sangguniang Kabataan Elections (BSKE). In extension of ideas by a sociologist

George Herbert Mead, Erving Goffman had stylized it with the objective that social
roles are foremost in shaping the behavior and experience of an individual in

society (Henry, 2023).

Role theory believes that everybody can play multiple roles in society, and

each person performs expectations, norms, and responsibilities (Clark, & James,

2021). Among the election officer roles, there are very essential teachers who

would bring election integrity and clean elections in BSKE (Department of

Education, 2010). Teachers should, therefore, behave impartially as presiding

officers or as members of the BET in their professional and disciplined

performance relative to the electoral laws and rules provided for under law.

Indeed, there is role conflict and role strain within role theory: the

perception of learning that competing demands or incompatible expectations

accompany the person's social roles. In BSKE, therefore, teaching professionals

holding offices in remote places will surely encounter role conflict being, by all

means, at one and the same time, educator and election officer. Electoral

responsibilities also seem to be role strain for teachers as absenteeism from the

teaching role would be engaged in, or worse, conflicting school schedules.

Social relationships and roles- active performance of roles, thus also is a

source for identity formation and self-concept building. In a similar fashion, in

BSKEs, teachers perform and are relating in ways to build a sense of professional

identity and themselves. Similarly, successful, transparent elections will strengthen

their professional identity as well as civic duty, but logjams or security concerns

rattle their confidence and self-efficacy.

 Another way that role theory allows for is the role-exiting process, or

unloading or de-identification with a particular social role. Those agonising election

conditions and far-flung places where the elections are conducted will eventually

exhaust BSKE into cynicism. To be more concrete, role-exit can be evinced in so

many forms, such as teachers' withdrawal from electoral activity, resignation in

their duties within the election, or disengagement in civic participation.

This paper will examine social roles, role expectations, and role

performances in electoral processes as touched upon in the experiences of

teachers working for 2023 BSKE. This paper delves into the challenges,

motivations, and identity dynamics of teachers in BSKE by looking at professional

interactions between educators and election officials.

Figure 1. Theoretical Framework

Statement of the Problem

This study aims to investigate the experiences of teachers serving in the

Philippine 2023 BSKE in remote areas. It will focus on the central question: What

are the experiences of teachers assisting in the Barangay and Sangguniang

Kabataan Elections (BSKE)?

 Central question: — How do teachers describe their experiences when

serving the Philippine 2023 Barangay and Sangguniang Kabataan Elections

(BSKE) in remote areas?

Specifically, it aims to address the following sub-questions:

1. What are the preparations of the teachers before the conduct of the elections in

remote areas?

2. What are the teachers' experiences during the election in remote areas?

3. What are the teachers' experiences after the elections in remote areas?

4. What are the teachers’ challenges in serving the BSKE in remote areas?

5. How do teachers deal with the challenges they encountered in serving the

BSKE in remote areas?

6. How do teachers describe their well-being in serving the BSKE in remote

areas?

7. How do teachers perceive their professional role and responsibilities in ensuring

the integrity and transparency of the electoral process during the Philippine 2023

BSKE in remote areas?

Significance of the Study

This study will be helpful for both teachers and learners to examine the

experiences of teachers serving in the Philippine 2023 BSKE in remote areas.

Furthermore, the results of the study will be beneficial to the following:

Teachers. This study will provide invaluable tips to teachers who would like to

volunteer in the Philippine BSKE elections in remote areas.

Students. This study may serve as a valuable guide and reminder to students in

remote areas who are qualified to vote during the Philippine BSKE.

Future Researchers. This study will provide valuable insights and serve as a

foundation for future research, encouraging further exploration of the experiences

of teachers serving in Philippine BSKE in remote areas. Future researchers can

build upon this study to compare the experiences of teachers serving in the

Philippine BSKE in remote areas with those who are not.

Scope and Delimitation

This study identifies the far-flung barangays teachers in Philippines in 2023

BSKE in terms of preparation and experience, problems encountered and coping

mechanisms, and perception of roles with regard to self, to work. Target

population: persons already participating in the BSKE at some remote places in

the Philippines-that is, to say, teachers whose assigned duty was to facilitate such

a process in conducting their electoral process in their districts. Qualitative data

gathering will only come from in-depth interviews and focus group discussions,

only for remote places that have been the site for BSKE in 2023. Then it becomes

a concentrated study concerning what problems and experiences transpire amidst

teachers within these localized districts. The study actually is during, before, and

even after the elections had in 2023.

The study has the following limitations. Its sample size may be small

because the population of ready-to-participate teachers might be small, hence

possible constraints to the extent and width of the conclusion. However, it

introduces variability when one collects subjective experiences from teachers.

Experience: It could be very far from what would be otherwise expected of the

experience compared with that of other remote parts of the Philippines, meaning

results cannot be generalized across any other remote area within the Philippines

since first impressions often change over time-presenting a problem of having to

grasp what would only materialize at the last- such as long-run effect on well-being

and work roles. Even political climate, acceptance from the people, or logistically

chaotic conditions, will change experiences for teachers. These are not considered

in this study for now. Language barrier and communication problem, among others

can be possible limitations that are also considered while collecting data. Finally,

the researchers' bias would be a basis in interpreting the results as stated in the

research process in reflexivity.

Definition of Terms

To have a deeper understanding of the study, the following definitions of the

concepts are as related to the study:

BSKE. Local elections in the Philippines electing the officials who will serve

barangay (village) officials and Sangguniang Kabataan (SK) officials or youth

council.

Remote areas. Geographically-isolated communities existing in the country.

Teachers. Those working in elementary or secondary schools as educators.

Qualitative research. It is a research methodology that focuses on explorations of

subjective experiences, perceptions, and meanings through in-depth interviews,

observations, and document analysis.

Semi-structured interviews. Interviewing techniques where a flexible interview

guide with open-ended questions is used for interviewing.

Thematic analysis. Qualitative data analysis, which consists of identifying

patterns, themes, and categories within the data in order to reveal underlying

meanings and insights.

Role theory. Cultural norms about the psychological and interactional qualities of

members of society: mothers, fathers, sons, daughters, grandparents.

CHAPTER II

Research Method

This chapter will show how the study will be conducted employing a

research methodology that rigorously scrutinizes different vital elements, including

the research design, research environment, research participants, research

instruments, data gathering procedure, data analysis, and ethical considerations.

Each component contributes to forming the study's framework, guaranteeing a

comprehensive and systematic approach to the research process.

Research Design

This study will employ the qualitative research design and aims to explore

and understand the experiences of teachers who served in the Philippine 2023

Barangay and Sangguniang Kabataan Elections (BSKE) in remote areas. By

utilizing qualitative methods, such as semi-structured interviews and thematic

analysis, the study seeks to provide rich, comprehensive understanding, and

detailed, valuable insights into the challenges, perceptions, and professional

implications faced by teachers during the BSKE.

Qualitative research uses a distinct approach to collecting, analyzing, and

presenting data that differs from conventional quantitative methods (Creswell,

2002). The study aims to describe and explore the experiences of teachers

serving the Philippine 2023 BSKE. This will use a case study method since the

researcher will seek to gather comprehensive data. A case study is defined as a

qualitative method in which the researcher examines a limited system over a while

(Creswell, 2013).

This examination involves comprehensive and profound data collection

from various sources of information. It employs a multi-method approach to

collecting data, encompassing interviews, observations, document analysis, and

triangulation. Triangulation will be done through focus group interview/s with

participants and 2-3 election officers from other nearby municipalities. A self-made

questionnaire will be used to gather quantitative data for triangulation of data (See

Appendix F). Interviews with teachers serving in the Philippine 2023 BSKE can

offer valuable insights into their challenges, coping strategies, and the effects of

their experiences on their general well-being. Observations conducted on their

social interactions can provide contextual information that is highly pertinent to

understanding the factors that influence their behavior. Furthermore, analyzing

documents such as policies and records on teachers’ experiences during the

Philippine 2023 BSKE can complement the qualitative data and provide a deeper

comprehension of how it impacts the behavior of teachers.

This study will be guided by Merriam's case study model (Merriam,1998).

Merriam is an educational researcher who provided an extensive summary of a

case study used in a qualitative research project. She outlined the case study

design as a means of comprehending the circumstances, where the researcher is

more interested in the investigation procedure than the results. Merriam believes

that the use of case studies is always misrepresented. Individuals with less or no

background in qualitative research frequently identify case study as a kind of

catch-all for research studies that are not experiments, surveys, or statistical in

character. Although case studies can test theories and be highly quantitative, they

are more likely to be qualitative (Brown, 2008).

Merriam (1998) asserted in her analysis of the components of a case study

that the "single most distinctive feature of case study research is its ability to

delimit the object of analysis: the case.” The case is a thing, phenomenon, or unit

with well-defined limits that the researchers are able to draw boundaries with or

"fence in," which allows them to ascertain what will not be examined. The case is

“a thing, a single entity, a unit around which there are boundaries.”. It is possibly a

cap on the total number of subjects to be questioned, a time limit for observations,

or the occurrence of a certain problem, worry, or theory. It is a challenge to the

researcher to completely comprehend and explain the unit being studied (Brown,

2008).
 Merriam (1998) offered a very approachable method for conducting case

study research that was meticulously well-prepared. She provided a solid

foundation in the intellectual framework of qualitative research, as well as the

procedures involved in carrying out a qualitative case study in an uncomplicated

method (Brown, 2008).

This case is distinctive due to the specific challenges and circumstances

that differentiate it from the experiences of teachers in more accessible and

urbanized locations. The experiences of teachers serving in the Philippine 2023

BSKE in remote areas represent a unique case that warrants detailed exploration.

This study aims to uncover the specific challenges and conditions these teachers

face, providing valuable insights that can inform policy, improve practices, and

contribute to a more equitable and effective electoral process. By focusing on this

unique case, the study highlights the critical role of teachers in ensuring the

integrity of elections, even under the most challenging circumstances (Harrington,

2022).

Research Environment

This research will be conducted in target barangays and communities

located in Malaybalay, Bukidnon. Malaybalay, known as the “City in the Forest”

and/or the "South Summer Capital of the Philippines" is the capital of the Province

of Bukidnon (Malaybalay Socio-Economic Profile (2007), 2007/2024). It was a

municipality until it was chartered as a city in 1998 (Charter of the City of

Malaybalay, 1998). Its total land area is approximately 108,259 hectares (984.38
km²), or about 13% of the total area of Bukidnon. (Malaybalay Socio-Economic

Profile (2007), 2007/2024).

Figure 2. Map of Bukidnon showing the location of Malaybalay City (Malaybalay

Socio-Economic Profile (2007), 2007/2024)

Figure 3. Political Map of Malaybalay City, Bukidnon showing its 46 barangays

(Malaybalay Socio-Economic Profile (2007), 2007/2024)

The administration and offices of the city shall be as provided by the Local

Government Code of the Philippines (Local Government Code of 1991, 1991).

 Research sites shall be selected based on remoteness and accessibility,

geographical isolation, challenging terrain, and limited access to basic services

such as transportation, communication/connectivity, and healthcare, making them

particularly vulnerable and underserved during electoral processes. There also

would be a quest to have the geography diverse in the selection of research sites,

therefore covering far flung places as well as regions and provinces of the

Philippines. Community settings may be barangay halls, local schools, community

centers among others, where teachers, as well as members of the community,

come together for various meetings, events or activities.

The sites of research and establishing relations with respondents will be

available with the involvement of local stakeholders like school heads, barangay

officials, and local leaders.

Local education officers and election officials' support for participant

recruitment and their cooperation in conducting the study will be cultivated.

Research Participants

A respondent group representing the target study shall be teachers of

certain experiences having remained highly active in leading activities of elections

related during 2023 BSKE across wide extents of the Philippines. Respondents or

barangays are communities that are geographically spread in regions that are very

isolated to service less basic facilities and amenities.

 These are ordinary elementary and/or secondary school teachers who

teach in far-flung barangays or communities and have been directly involved in

election duties during the Philippines 2023 BSKE, including being EB members

and carrying out other election-related functions.

Purposive sampling will be utilized. Those participants that undoubtedly fit

into the inclusion criteria and may probably give worthwhile insights regarding the

experiences of teachers while serving this BSKE in far-flung areas will be

selected. They will come from collaboration with the local education authorities,

election officials, and community leaders in those target barangays and remote

areas. Qualified members, of which will include public school teachers having

rendered election duty by compulsion under RA 10756. Otherwise, other private

school teachers, national government employees, and/or personnel who have

rendered election service for the purpose.

The size of the sample is based on the saturation level of data, which will

continue until thematic saturation is attained. No new information or themes would

be generated from the data. Qualitative studies normally have a sample size of

between 10 and 30 participants. This depends on the complexity of the research

questions as well as the richness of data obtained from it.

The participants would be matched to the greatest extent possible by age,

gender, years of experience, and geographic location, but this would make their

richness of perspectives even richer in depth, allowing for a very comprehensive

understanding of experiences of teachers serving in the BSKE while posted in

remote areas.

Research Instruments

The researcher will assume the role of the research instrument as the

researcher engage in interviews, accumulate information, and collect the data. The

interview method entails the researcher to pose open-ended questions to the

participants to obtain qualitative insights into their thoughts, emotions,

experiences, and perspectives. Probing questions will be included to encourage

participants to elaborate on their experiences.

The researcher will introduce and inform the participants about the

interview and research procedure. The consent form for confidentiality will

explicitly stipulate that any information gathered during the interview would solely

serve research purposes and could only be recorded with the participant's

consent, involving pertinent queries and following the interview guide.

Data Collection Procedure

Semi-structured interviews will be administered to participants. Semi-

structured interviews are an effective tool of gathering flexible and in-depth

information concerning the experiences, perceptions, and perspectives of

respondents about their participation in the Philippine 2023 BSKE. All interviews

were conducted face-to-face and online depending on the logistics and

preferences of participants. Data will be gathered essentially through semi-

structured interviews, probing for clarification, and ascertaining how experiences

are lived by participants. The interview would be face-to-face or online based on

what participants prefer and what is logistically possible.

I shall develop an interview protocol which shall guide my administration of

semi-structured interviews, open-ended questions to be steered towards acquiring

knowledge about their experiences in serving during the Philippine 2023 BSKE far

away from their places of residence. The interview protocol shall be pilot-tested

and perfected on suggestions from the pilot interview.

Consent will be sought from all the respondents before conducting the

interview, and permission from the participants will be sought before audiotaping

the interviews after which word-to-word transcriptions will be made in preparation

for analysis. A non-directive approach will be applied during participants' narration

of experiences or opinions.

This can be complemented by reviewing all relevant documents and

materials concerning the Philippine 2023 BSKE, electoral processes, and roles

and responsibilities of teachers. Examples include guidelines on electoral

processes, training material for personnel, reports of electoral incidents, and

official documents relating to BSKE.

Choosing suitable documents: Relevant documents were chosen relevant

to the research questions and objectives in the provision of contextual background

and supplementary information on BSKE and the involvement of teachers in

electoral processes.
 Information and themes emerging from these chosen documents would be

used in the analysis and supplementing and corroborating findings that emerged

from semi-structured interviews.

Data Analysis

This would be a thematic analysis of the qualitative data collected by

carrying out interviews and performing document analyses. Analysis refers to how

patterns, themes, and categories are set from the data to allow for a systematic

exploration of a good level of detail from participants' experiences and their

perspectives.

Analysis of data shall involve coding of themes, concepts, and patterns of

experience in interview transcripts and excerpts of documents. Findings would be

major discoveries and have some meaningful insight about challenges,

motivations, and impact of teachers' involvement in the BSKE. Processes might be

developed from the coded data's themes and sub-themes.

Ethical Considerations in Conducting Research

The Data Privacy Act, also known as Republic Act No. 10173, is a

regulation that aims to protect all kinds of information, whether they are private,

sensitive, or personal. When employing an appropriate ethical norm, ensuring the

confidentiality of participants' identities and responses throughout the research

process constitutes a fundamental aspect of any research endeavour. Under the

ethical consideration of qualitative research, this study will protect the identity of

the participants. Participants will be given comprehensive information regarding

the nature and purpose of the study, which will enable them to either participate or

decline. This procedure adheres to the principles of informed consent, granting

participants the autonomy to decide voluntarily.

Competence. Sustain and increase professional competence and expertise

through lifetime learning and education; take creativities to promote overall

scientific competence. See to it that experience was acquired through the

combination of knowledge and practice.

Honesty. In communication, strive for honesty. Report factual data,

outcomes, methods and procedures, and publication status. Do not manufacture,

forge, or misrepresent data.

Maintaining confidentiality. Confidentiality was of utmost importance

throughout the entire research process, encompassing data collection, analysis,

and reporting of findings to safeguard the participants' names and identities. To

achieve such non-exposure, the researcher would not include their identities in

interpreting the data from whom the data came. Considering the research ethics,

all participants will be assigned a pseudonym to safeguard their identities.

Mindfulness. Avoid careless errors and negligence. Carefully keep records

of research activities, such as data gathering and research design.

Non-Discrimination. Evade discrimination against co-workers or

learners based on gender identity, racial and ethnic group, or group

irrespective of their particular characteristics.

 Objectivity. Strive to eliminate bias in experimental design, data

analysis, data interpretation, peer review, personal decision-making, grant

writing, expert testimony, and other facets of research that necessitate

objectivity. Avoid or reduce bias and prevent any form of self-deception.

Each ethical principle will be observed by (a) obtaining an informed

consent from potential research participants; (b) minimizing the risk of harm

to the participants; (c) protecting their anonymity and confidentiality; (d)

avoiding deceptive practices; and, giving the participants the right to

withdraw from the research.

CHAPTER III

RESULTS AND DISCUSSION

This chapter offers a general qualitative analysis of data gathered from

election officials who taught in rather inaccessible regions during the 2023 BSKE.

The complexity of their roles with reference to the issues on election integrity and

transparency may be well lit up by utilizing thematic analysis in the content of their

experiences, difficulties, and perspectives. When unpacked, their experiences

reveal professional commitments and problem-solving techniques, but they also

show how such engagement profoundly affects their identities as individuals and

as members of their communities.

Question 1. What are the preparations of the teachers before the conduct of

the elections in remote areas?

Theme 1: Orientation and Training

At the same time, all of them emphasized that all orientations and briefings

by COMELEC are very important. Indeed, the orientation and briefing sessions

played a major role in acquainting them with the procedures and importance of

their work as electoral personnel.

“Attending orientations about the nature of my job was essential for

understanding the election process and ensuring my safety.” - Participant 1

This perspective gives additional significance to the linkage between wide-

ranging training and individual security, especially for professionals operating in

isolated areas where the election process's dynamics may have some peculiar

characteristics. Knowledge of the procedures regarding an election, including how

to handle possible conflicts or the arrangements that could be done in handling

voter queries, was essential to arm teachers with the necessary confidence while

operating in that environment. Emphasis on security also meant that the

orientations covered aspects other than practical logistics; rather, psychological

and emotional well-being of participants was ensured in order to place them

securely in their roles.

“Briefings helped me prepare mentally and know what to expect.” -

Participant 2
 The above expression is a reflection of the mental preparedness required

by persons assigned the role of helping in such an essential civic responsibility.

Through attendance at briefings, teachers would be able to get acquainted with

the time scale of the elections, clearly determine their duties, and expect potential

situations to be encountered. This state of readiness in the head fosters persons'

composure and productivity during elections, especially in instances where their

expectations are not met. Knowing what to expect can really reduce apprehension

and make it easier and more organized to perform on election day.

This is in line with other studies that postulate that intensive training is one

determinant which may empower public school teachers as election facilitators. As

noted by Smith (2019), "procedural risks are minimized, and facility in performing

electoral tasks is increased through proper training." Election procedure training is

necessary because of the uncertainties usually arising in rural and remote areas of

the country (Li & Johnson, 2020). Orientation by COMELEC will equip teachers

not only with the technical skills to handle actual election duties but also mental

preparedness, possibly in managing voter behavior or understanding the

cancellation and delays of the system.

Villanueva et al. (2021) highlight the need for these preparatory measures

when arguing that public sector workers, such as teachers, are the frontline of

ensuring electoral integrity. The work of teachers extends beyond the details of the

technicalities involved in the election; they also enforce the rule of law impartially-

even though often under coercive pressure from local stakeholders.

Theme 2: Consultation with School Heads

 In the preparation of the school heads for their respective functions in the

election process, consultation with school heads was significant for participants.

One participant claimed that discussion with school leaders about their

responsibility should be done to confirm their assignment and be included in the

official list of personnel assigned in the election. This aggressive form of

communication clarified specific duties but brought an effective working

atmosphere where school heads could guide them. Besides that, a single

participant mentioned consulting their school heads to confirm their roles and be

included in the list of personnel assigned for the election.

“I consulted my school head to make sure I was included in the list.” -

Participant 1

This response demonstrates how school leaders equip the teachers with

that of administrative support for the second assignment. Consultation with the

school authority is also part of this process, which ensures that the election staff

knows what it should be doing and whom to seek when in need. Such consultation

can be considered as a type of informal mentoring or scaffolding as the advise

given by the older administrators will reassure and guide teachers in such a

complex role (Vygotsky, 1978).

Theme 3: Logistics and Mental Preparedness

Besides training, the individual preparation by teachers involved organizing

food, clothing, and essential materials for the remote election duty. Equally

important was mentally preparing to spend many hours in isolation.

“I prepared my personal items, informed my family, and made sure I was

mentally ready to stay away from home for a long time.” - Participant 6
 The processes given above indicate the isolated nature and resource-

scarce conditions of areas that are remote. According to Garcia (2020), such

practices require general logistical preparation for work to take place in rural or

remote areas because increased self-sufficiency will be required due to a scarcity

of facilities and communication infrastructure. Indeed, general preparation

mentally will prove essential as such processes will involve considerable stress

associated with the voting processes. These results corroborate international

research studies, such as that by Li and Johnson (2020), whereby study results

highlighted the psychological preparedness of civil servants in facing long periods

of work in unconnected areas.

Question 2. What are the experiences of the teachers during the election in

remote areas?

Theme 1: Smooth Start, Increased Tension Later

 Several participants noted that the election day started calmly, with voters

arriving steadily, but that tensions rose later in the day, especially as voters

anticipated the results.

“The election day started smoothly, but things became tense towards the
end as people waited for the results.” - Participant 1

This statement reflects the sense of organization and efficiency that

characterized the early hours of voting, where teachers were able to effectively

manage the initial flow of voters and maintain a conducive environment. However,

the anticipation for results often breeds anxiety among voters, leading to

heightened emotions as the day wore on. This shift in atmosphere underscores

the psychological toll that the election process can take, not only on voters but

also on the electoral boards tasked with managing the proceedings.

“The atmosphere became more chaotic in the afternoon, as more voters

arrived and wanted to finish quickly.” - Participant 3

This observation emphasizes how the influx of voters later in the day

contributed to a sense of urgency and disorder. As the afternoon progressed, the

combination of increased voter turnout and the approaching deadline for casting

ballots created a frantic environment. Teachers faced the challenge of balancing

the need for a smooth voting process while managing the rising impatience of

voters eager to complete their participation in the election. This chaos required

teachers to remain composed and adaptable, often necessitating quick decision-

making and effective communication to ensure that all voters could exercise their

rights without compromising the integrity of the process.

 This pattern of a calm beginning followed by increasing tension is common

in electoral processes, particularly in rural areas where voters may be more

emotionally invested in the outcomes (Fulton, 2020). The ability of teachers to

maintain calm and order under these conditions is critical to the integrity of the

electoral process. According to Romero et al. (2020), maintaining voter discipline

and controlling crowds in high-pressure situations is one of the key responsibilities

of election staff. Participants’ emphasis on the smooth start followed by tension

reflects the challenge of managing voter emotions, which can escalate towards the

closing of polls.

The literature on crowd control during elections emphasizes the role of

election personnel in ensuring that the process remains transparent and orderly.

Teachers' capacity to address tensions calmly contributes to voters' trust in the

process, reducing the likelihood of disputes (Romero et al., 2020).

Theme 2: Handling Voter Behavior and Anxiety

Most of the respondents further noted that the elections started peacefully

but later became lively when people impatiently awaited the results of the election

in the late hours.

“I had to keep reminding voters to remain calm and avoid disrupting the
process.” - Participant 1

This statement should portray the level of organization and efficiency seen

during the initial voting hours as teachers succeeded in directing the first wave of

the electorate into a conducive environment. People are, however, normally jittery

once the results begin to roll in, and with each passing second, voters' excitement

just keeps pouring out. This atmosphere change corresponds to the psychological
cost that the process of an election exerts on both voters and personnel in charge

of managing events.

“Some people became anxious towards the end of the voting, but we
managed the situation by asking them to wait.” - Participant 2

This paved way for the observation that latecomers came to create a sort of

urgency and disorganization found with their struggle to vote. With the onset of the

afternoon, the growing turnout of voters along with the ever-crashing deadline to

vote seemed to fuel a chaotic atmosphere. Teachers had to oversee the process

of voting in an organized manner with the frustration that was mounting amidst the

voters who wanted to thwart the voting attempt right before their faces. This

disorganization called for teachers at times composed and flexible enough, to

make prompt decisions and communicate well, so that all the voters can exercise

their rights without being discredited.

This pattern of peaceful opening and growing tension applies to electoral

processes, particularly in rural areas, where voters may have strong emotive

interests in outcomes. The peaceful character may be the quiet demeanor that

could help teachers maintain peace and order toward the integrity of the electoral

process. This should include enforcing voter discipline and crowd control at

pressure times as part of the most significant electoral staff duties, according to

Romero et al. (2020). The participants' focus on the strain that is created once

everything has been running so smoothened may then be typical of the challenge

voter emotions pose - peaking at the last hours of the final poll.

Studies relating to controlling election crowds emphasize the role of the

personnel involved in an election of transparency and order. The ability by the

teachers to speak out to people once situations tend to flare up helps build the

trust that those voting have, which reduces the chances of arguments (Romero et

al., 2020).

Theme 3: Communication and Technical Issues

At times, the network was not reachable, causing communication issues to

many of the teachers in the villages. This made it not possible to reach the higher

authorities for support or to get technical help if need be.

“Communication with COMELEC was difficult because there was no signal

in the area.” - Participant 2

This indicates a critical bottleneck that may cause the derailment in the

management of elections in these rural areas. Without access to such

communication avenues, it became relatively tough for teachers to receive

direction or report issues on their conduct to the COMELEC; thus uncertainties

and delays are now entrenched in the electoral process. This disconnection then

not only provided them with a delay in receiving the latest updates but also added

to their burden to solve problems on their own, thus increasing the overall stress of

their roles.

“When the voting machines malfunctioned, it took a while to get in touch

with anyone for instructions.” - Participant 5

This brought to light various technical challenges that could befall elections

while multiplying problems caused by resources in communication. Voting

machine breakdowns severely disrupt operations, and delayed rapid

communications to request technical assistance to diagnose the source of the

problem only make matters worse. In addition to adding to the efficiency lost from
waiting for instructions, this also heightens the irritation and unease of those

awaiting their chance to vote.

Communication problems, particularly in remote localities, escalate the

problems the election employees experience. Among the major hindrances to

proper elections delivery in rural localities, poor infrastructure is one, as stated by

Diaz and Luna (2021). Limited communication structures where one cannot

communicate with a superior authority or seek urgent intervention leave teachers

at the mercy of discretion in solving problems on location. Improvisation now

becomes necessary as the staff conducting elections should develop quick,

practical solution approaches in the face of unexpected problems that arise

(Garcia, 2020).

Question 3. What are the teachers' experiences after the elections in remote

areas?

Theme 1: Physical Exhaustion, Mental Fulfillment

Most have said that after a long service, they would feel physically tired but

at the same time, they acknowledged that they felt satisfied upon knowing that all

their task duties had been performed excellently.

“I was exhausted but fulfilled after ensuring that the voting process was
carried out properly.” - Participant 1

As days went by, this statement would come to illustrate how the day was

physically and emotionally demanding for the teachers as they went about

overturning several odds to ensure that the electoral process was smooth.

Tiredness results from their roles in managing logistics and voter concerns and

maintaining order as tensions rise. The feeling of fulfillment, however, highlighted a

greater sense of purpose; the fact that their efforts had contributed toward such an

important election to go unscathed and succeed made it rewarding for them to feel

accomplished.

“It was a tiring experience, but it felt rewarding to know we helped make the
election successful.” - Participant 4

This attitude resonates well with the theme of dedication and commitment

to civic duty. The fact that this was an experience tiring to contend with is not only

testimony to the challenging conditions under which teachers labored but also,

especially in remote areas where resources may be limited and the stakes high.

Still, the reward from contributing to the success of an election serves as a potent

motivator. It reflects an inbuilt appreciation of their role within society to democratic

ideals and how their very job influences their community.

There are so many electoral boards who are subjected to dual feelings of

physical exhaustion and mental fulfillment in the course of their work. According to

Villanueva et al. (2021), public school teachers have to prepare for this specific

line of duty out of a sense of civic duty, a feeling that outweighs the physical

exhaustion of the process. This psychological payoff of a contribution to

democracy somewhat cushions the rigor associated with work as opined in the

physical nature of election duties. Being a professional teacher fulfils the

profession, for in remote places, some people know they are doing their part for

election process integrity and openness (Garcia, 2020).

Theme 2: Post-Election Tasks and Responsibilities

 Electoral Board members were tasked with ensuring the return of all

electoral materials and paraphernalia, the ballots being part of these, to the

COMELEC.

“After the voting, we had to make sure the ballots were safely returned to
the city hall.” - Participant 3

It brings forth an important electoral process aspect that is not just voting

itself. This assignment points out security and the integrity to be upheld in election

material handling, meaning the task of ballot counting and securely conveying the

ballots to their required destination rests on the teachers and other personnel

involved in conducting the elections.

Because what is involved in election material handling and securing is a

significant amount of responsibility because it does directly affect the transparency

and credibility of the electoral process, Fulton says, "Getting all this election

paraphernalia back safely is the only assurance against tampering of results.

Thus, the teachers have a role in ensuring that these materials are delivered to the

proper authorities for final tabulation." In conclusion, this paper shows how much

needs for teachers in ensuring integrity during election periods, especially in rural

and disadvantaged areas, where election fraud may be a concern (Romero et al.,

2020).
Question 4. What are the teachers' challenges in serving the BSKE in remote

areas?

Theme 1: Transportation and Security

The most frequently issues reported by the respondents were

transportation to and from the remote locations and safety threats against the

persons.

“Transportation was difficult, and we had to rely on vehicles from

neighbouring barangays to get back to the city.” - Participant 1

This statement underlines the logistical challenges that may be faced in

distant places, where access to dependable transport might not be readily

available. The dependency on vehicles from neighbouring barangays actually

alludes to a community-focused approach to the issues-that is, practical post-

election planning will only be possible if such coordination among local resources

is put into full effect. However, such dependency has also raised the possibility of

delays and uncertainties with the return of election materials and personnel due to

the unavailability of modes of transport.

“Our security was at risk because we were far from any emergency
assistance.” - Participant 3

The farther distance of emergency services might intensify the vulnerability

of teachers and election personnel at certain times when conflicts or other

emergencies may surface. The absence of immediate means to get assistance

increases anxiety and concern, which threatens their ability to focus on their task

at hand. That statement also clearly serves to highlight the greater dimensions of

holding elections in such conditions, when health and psychological well-being of

the election staff have to be considered in designing and implementing the

elections.

These are logistic and security-related issues that also identified in the

literature as related to rural election management. Most rural areas lack reliable

transport and security personnel, making it challenging for electoral officers to

ensure easy movement during elections (Garcia, 2020). Diaz and Luna found that

in the instances where teachers were assigned in rural precincts, these have to

travel far, and most times over difficult terrain, to get to their stations (2021). The

other concern is the issue of safety, mainly because of the location being remote;

hence, there might be a very slim chance of rapid intervention by the authorities in

case of a threat or an emergency. The attention that the participants give to these

challenges is a reflection of the general issues that relate to rural electoral

management.

Theme 2: Manual Paperwork and Processes

Another challenge was in the paperwork to be processed manually by

teachers in and out of the election process.

“There were so many forms to fill out manually, which was time-consuming
and exhausting.” - Participant 1

Manual filling of forms means relying on the older forms of record-keeping,

which might make the electoral process drag. The task consumes much time and

becomes boring to election officers because their main duty, other than form-filling,

is helping voters or polling stations. Such work in administrative matters becomes

piled up on election day. If such trends continue, they result in fatigue which

affects the general efficiency and morale of the workers.

 Manual forms in rural election precincts increase the burden on poll workers

with limited digital infrastructure. According to Diaz and Luna, it is due to manual

processes that their procedures seem to be prone to many errors and add to the

heavy workload of personnel conducting the election. Teachers, already burdened

with voter management and making sure the election process goes on

unhindered, must also suffer through mountains of paperwork that can further

stretch their capacity. This includes manual and extensive tasks over hours without

enough resources, which really highlights the physical and mental strain of serving

remote areas (Fulton, 2020).

Question 5. How do teachers deal with the challenges they encountered in

serving the BSKE in remote areas?

Theme 1: Collaborative Problem-Solving and Emotional Resilience

Teachers used a lot of strategies involving teamwork and resilience to cope

with the challenges associated with working in the BSKE in the rural areas.

“Stay calm, go with the flow, and apply the learnings during briefing to
address concerns based on the rules.” - Participant 1

This states the importance of staying cool and pliable in not so easy times.

The teaching staff came to realize that stress management level will determine

their ability to do the job properly. This agrees with literature concerning emotional

resilience since composed teachers have better control over stressful conditions

and result in a conducive environment, as noted by Roffey, 2012.

“Stay focused and always consult the higher authorities or the Chairman of
your team.” - Participant 2
 In addition, by mentioning the higher authorities, Participant 2 highlights the

cooperation in the way to solve the problems encountered. This cooperative

approach does not only help the teachers correct the situation now but also boost

the idea of a community and the responsibility between the election officials.

Studies proved that working together enhances the ability to solve problems, and

the outcome increases in situations, where high-pressure stress is present (Vescio

et al., 2008).

“KAILANGANG HUMANAP NANG PARAAN UPANG MATUGUNAN ANG

MGA CHALLENGES NA IYON. GAMITIN ANG MALIKHAING PAG-IISIP.” -
Participant 3

Such an appeal to creativity in solving challenges would speak directly to

the adaptability required in remote settings. According to Johnson et al. (2020),

adaptive educators also demonstrate resilience through flexibility in problem-

solving.

Stress management in election times requires educators to be emotionally

resilient. Competency in such stressful moments can be met by maintaining

composure. Calmness is essential as it enhances personal performance and also

makes the workplace easier to work in. Teams are also a very important variable

wherein balanced participation by members in the process of an election helps in

giving impressions to become responsible citizens for their community. This

teamwork is likely to be productive in solving problems, especially at those peak

moments (Vescio et al., 2008). Emphasis on creative thinking lines the need for

innovative responses to novel challenges. Adaptability and creativity are important

qualities for educators working in complex environments; both aspects reflect the
multifaceted strategies that educators employ to address the inherent challenges

of their role during the electoral process. All these factors aggregate with

enormous influence on the outcome of the electoral process with respect to its

effectiveness and integrity.

Theme 2: Preparation and Resourcefulness

It has been the direct result of experiences undergone by participants that

reveal how proper planning together with innovative problem-solving helped them

cope better with the difficulties associated with working in isolated regions.

“By the use of our experiences as teachers in handling a situation or

problem, it gave us wisdom.” - Participant 12

The statement above suggests that past experiences are effectively built

into informing decision-making and problem-solving in the next setting. Pre-service

training in teaching empowers preparation for potential and actual challenges.

From research, proactive planning greatly improves educators' ability to cope with

unexpected difficulties (Sullivan, 2016).

“Teachers employ a combination of resourcefulness, collaboration, and

community engagement to deal with the unique challenges they face.” -
Participant 5

Participant 5 avers that ingenuity is needed, as the space needs to be

customized in its environmental context and lifestyle locally to come up with

creative solutions to get around any logistic challenges. As Fulton (2020) has

noted, "effective engagement" should strongly be prized in community

engagement as an element that could help "overcome logistical obstacles by

fostering collaboration among local stakeholders to help facilitate the electoral

process.".
 “Just abide by what was written in the handbook and what was told to us
during the orientation, and we need to stay calm so that we can think immediately
of the possible solutions in case problems arise.” - Participant 8

This means that it is necessary to prepare through form education. Actually,

the observance of teachers towards guidelines once there is an orientation

empowers them with information required to handle most of such issues

effectively. According to Roffey (2012), formal courses boost educators' confidence

and competence as they handle unexpected situations.

This gives a reason for past experience as educators, with the application

of past experiences, can learn to guide decision-making and problem-solving in

new settings as creative planning enhances their coping with unpredictable

problems (Sullivan, 2016). In fact, teachers approach distinctive challenges using

resourcefulness, collaboration, and community involvement, focusing the need for

ingenuity that is tailor-made for local contexts. Proper interaction with the local

residents is the most significant move to circumvent logistic hiccups that

characterize the electoral process (Fulton, 2020). Moreover, the need to adhere to

set standards is essential in order to keep calm and produce swift solutions when

something goes wrong. This is a testament to why formal education is important in

readiness for teachers to deal with practical issues presented in the real world as it

gives them a sense of confidence and ability to control any given situation that

comes their way (Roffey, 2012). Together, these details give way to the

comprehension of interplay between experience, collaboration, and structured

training in empowering teachers in their management of tasks involved in the

electoral process.
Question 6. How do teachers describe their well-being in serving the BSKE

in remote areas?

Theme 1: Sense of Duty and Professionalism

The teachers have a deep sense of responsibility and professionalism in

handling their work while performing under the BSKE, specially in their

geographical locations.

“Maintain the professionalism as a teacher since we are the role model of

our society.” - Participant 3

The statement reveals the silent assumption that teachers are professional,

setting a good example in the community. The writings indicate that teachers

should conform to proper standards of conduct since they have a direct bearing on

civic responses to trustworthiness and accountability. According to Hargreaves &

Fullan, "what is most distinctive in the case of teaching is its intimate relationship

with civic life" (2012).

“Teachers feel a strong sense of duty to ensure that the elections are
conducted fairly and smoothly, which can weigh heavily on their mental health.” -
Participant 4

This sense of responsibility Participant 4 feels brings a higher emotional

load with it. In fact, studies have shown that higher expectations have a significant

effect on the stress factors in instructors who are dealing with issues such as
elections-a matter of life and death for some (Brackett et al., 2019). It would often

blur their mental well-being and what they are to go through while fulfilling their

positions, thus making support systems necessary.

Emphasis on being a professional teacher underlines the inherent

responsibilities teachers carry and fulfill as champions of morality in society.

Teachers are often perceived as epitomes of morality and integrity, and their

actions in major events like elections directly affect public perception and faith in

the election process (Perry & McIntyre, 2017). Therefore, maintaining

professionalism speaks for not only the individual teacher but helps the wider

community define civic responsibility and participation.

Third, other pressures that teachers face in their roles include ensuring fair

and smooth elections. Although a strong sense of duty on the part of teachers

gives them a renewed sense of responsibility, it can be such a burden to the

mental health of teachers and heaviest (Simmons et al., 2020). The psychological

burden associated with responsibility for the success of the electoral process puts

a significant stress and anxiety on teachers as they grapple with diverse

challenges in performing their professional duties. When taken together, these

findings highlight the dual pressures of instructional leaders and caregivers in the

form of support mechanisms needed for their own welfare while performing roles

of shaping a democratic process that is fair.

Theme 2: Community Support and Well-Being

The interviewees argued that even with risks and challenges, overall,

community support generally enhances the well-being of teachers.

 “Though at risk, the well-being of teachers is accommodated very well by
the community.” - Participant 2

This comment underlines how important community engagement is in

supporting the electoral process for the teaching profession. Communities which

bring teachers together can have very serious impacts on the well-being and

lifelines of teachers; especially in trying times (Kraft et al., 2018).

“Overall, teachers' well-being while serving in the BSKE in remote areas is

shaped by a combination of physical, mental, emotional, and social factors.” -
Participant 5

From the point of view of Participant 5, this holistic view argues that teacher

well-being is multi-dimensional; it requires that several balanced aspects

constitute one's general health when practiced inside school and outside of

school. All-rounded theories about well-being consider one's physical, emotional,

and social states of well-being (Weare, 2015).

Actually, it is correct that the community meets the physical and mental

well-being of the teacher; however, in terms of risks vulnerable inherent from

professionals working in rural settings, it is highly vulnerable. For instance, local

infrastructure, emotional support, and practical assistance are significant in

rescuing teachers from electoral workload challenges (Davis et al., 2019). If the

community assumes a very active role of supporting the teacher, then that surely

will strengthen the security of the member and support the social issue that

undergirds effective teaching and learning.

A plethora of well-being attributed to a teacher's being like physical, mental,

emotional, and social conditions is critical in understanding the well-being

experience of teachers while serving in the BSKE. In this regard, the holistic
approach will ensure that both wholeness and diversity receive the much-needed

support. In fact, research even shows if teachers receive such support to help

them with these diverse needs then there is even more potential to deal with

stress and job satisfaction (Collie et al., 2019). In those terms, knowing them

would empower schools and communities to chart the way ahead for achieving

quality that is balanced with countervailing elements of teacher resilience within a

healthier work environment-all of which would well serve to enhance the quality of

the electoral process as well as that of education at large.

Theme 3: Challenges and Coping Strategies

No doubt, the plight of teachers working in the remote areas is a great

challenge; however, there were several coping strategies shared by participants.

“Over-all, it was physically exhausting and mentally draining.” - Participant 6

Such an awareness of the bodily and mental striving underlines the

factuality of their service. Research has indicated that the educators tend to

become fatigued and burnout if they are working in high-performance

environments (Gordon et al., 2020).

“Must be equipped physically and socially, healthy individual.” - Participant

12

This approach on being prepared in the physical and social sense marks a

proactive approach in meeting their role requirements. Successful self-care

strategies and maintaining the strength of a teacher in terms of his or her physical

health and social connections ensure sustainable teacher well-being (Keller et al.,

2017).
 “Collaboration with other election officials and stakeholders to keep things
transparent.” - Participant 9

The importance of collaboration is also revealing an increasing recognition

of the role that teamwork makes in coping with problems. Since collaborative

approaches also increase efficiency, they foster a sense of community and

common mission that can significantly improve the experience and well-being of

educators in challenging contexts (Vescio et al, 2008).

There are strict processes during the election process that the teacher goes

through; thus, these demanding works, bringing to the fore because much work is

physically and mentally exhausting. This sets up a high level of stress because it

involves handling the logistics of the elections while keeping at the same time their

mind working on the dimensions of being educators and election officials. All these

demands call for teachers to be ready with not only the physical pressures

connected but also mental pressures associated with their work (McCallum et al.,

2018).

In addition to this, the concept of a "healthy person," concerning health and

social health, rests on self-initiation and resourcefulness under adverse conditions.

The greater part of stressors emanates from the creation of most of their total

health and well-being. Emphasis on some components of a teacher's physical

health and development of their social support network helps teachers overcome

the stress related to election (Roffey, 2012).

In that case, cooperation with other officials and stakeholders would be very

essential in making the elections transparent and accountable. In this regard,

cooperation will share the burden and maximize their capacity to solve problems
once they emerge in making the electoral process smoother. This develops the

members' expertise about how electoral processes ought to be managed and

imparts a sense of responsibility to its members regarding handling the situations

of electoral processes in order to enhance the legitimacy of democratic issues;

hence, group findings conclude that actual and psychological preparation is only

the crucial link between communal mobilization and effective educators in the

electoral process.

Question 7. How do teachers perceive their professional role and

responsibilities in ensuring the integrity and transparency of the electoral

process during the Philippine 2023 BSKE in remote areas?

Theme 1: Commitment to Integrity and Transparency

In the eyes of the teachers, the commitment to the integrity and

transparency of the electoral process, as well as the perceptions of professional

roles and responsibilities involved with the BSKE, can be seen.

“Teachers perceive their professional role and responsibilities by showing

commitment to the tasks assigned to them. The insights during the briefing about
the BSKE elections is one way that helps teachers to ensure integrity and
transparency during the elections.” - Participant 1

In such a proclamation, there is important information that teachers are not

only facilitators of voting but also custodians of electoral integrity. The promise to

ethicality by the educators forms the basis for public trust in democratic processes

(Foster, 2019). The roles that educators play include educating voters on how to

vote and upholding the rules to make sure that they are fair.

“Do what is right and avoid unnecessary things.” - Participant 3

 This concise guidance is able to aptly capture the core of the ethical

direction governing teachers' electoral roles. Maintaining integrity requires a one-

step process: acting in an ethically correct manner, which is hugely important in

building credibility and reliability over an electoral process (Smith & McCormick,

2020).

Teachers can only assume such a stance at elections due to their posture

toward integrity and transparency. In that end, teachers will require to be briefed

on the electoral framework, thereby arming themselves with just the knowledge to

carry out their functions. Such a role is crucial in that it reinforces their role in the

democratic process as neutral facilitators. For example, but, of course, in keeping

with the set rules and sound professionally, teachers are, not only custodians of

the successful running of the election, but also of the values of democracy in their

respective societies.

Secondly, the need to do what is necessary and avoid doing what is

unnecessary gives them the ethical responsibility of their positions. Teachers

appreciate that whatever decisions they make and actions they take during the

election will impress far and long for either proving or reducing public confidence

into the electoral process. Holding themselves to high ethical standards, teachers

contribute to fostering voter confidence and responsibility in the electoral process.

Research evidence indicates that if teachers lead ethical and responsible lives,

they foster an open responsibility culture said to be necessary if the electoral

outcome is to be regarded as believable. Teachers will, therefore contribute to the

democratic culture by exhibiting responsibility and influence the communities in

order to elect without bias or contradiction.

Theme 2: Active Engagement in Electoral Processes

Teachers actively engage in ensuring the electorate's process is fair and

transparent through various practices.

“Before the election, we let the ballot box be shown to the public; during the
counting, we let the watchers see the ballots that are used.” - Participant 7

This is a transparent and an accountable affair. Watching the counting

process through the ballot box removes all suspicions of fraud, and public

confidence in the outcome of the election is assured. Transparency in electoral

processes has been revealed to enhance public trust and participation (Karp &

Banducci, 2007).

“Follow the rules and regulations stated in the manual and must attend
orientations scheduled by COMELEC to ensure integrity and transparency.” -
Participant 10

One of the ways through which electoral integrity is upheld involves

adhering to the set rules and guidelines. Teachers' participation in orientations

identifies the need for proper orientation and being adequately prepared that is

necessary to develop an efficient manner of handling the intricacies of electoral

duties (Galston, 2019).

 The transparency of the electoral process, in that teachers make various

proactive measures, could show how much effort it takes to keep it intact and

trustworthy in the eyes of the public. Letting the ballot box stay outside and

observers view the ballots during counting is justified openness and responsibility

on the part of teachers. Such practices do not scare away the would-be fraudster

but allow the community to have ownership over the election, thus increasing

confidence among people that the elections stated are legitimate.

Finally, obedience to the directives in the COMELEC manual and

attendance at scheduled orientations are expressions of orchestrated training to

uphold ethical behavior among teachers. The orientation equips teachers with

knowledge which enables them to sail through the electoral process efficiently.

Free and fair electoral processes, thus, serve as the guiding principle for elections

but resolve any misunderstanding or disagreement arising at the voting and

counting levels. Various research studies hold the view that guidelines and training

spur better results in electoral processes by instilling a culture of compliance and

integrity. Teachers would play a crucial role, in safeguarding that electoral process

and strengthening democratic values within their communities, through their

diligence on their part.

Theme 3: Role as Catalysts for Positive Change

They believe the role they play within the electoral process is pertinent not

only to elections but also to instilling honesty and civic duty within their

communities.
 “Teachers are deemed to be the noblest profession, so we must uphold that
ideology, virtue, roles, and responsibility so that we can be trusted.” - Participant
12

Such an impression gives the impression that teaching is a moral and

ethical profession. Playing the roles of election for the teachers portrays them as

honest, doing the right thing, and therefore strengthens their status in society.

Studies have shown that educators of such values can significantly impact civic

involvement and ethical behavior within society (Dillon, 2018).

“By serving in the election, we can show to everyone how loyalty and
honesty can create change and positive impact.” - Participant 12

Therefore, yet again this principle upholds that teachers are not only

facilitators of electoral participation but change agents who can assist in working

towards a community ethos. Thus, this makes their ethical conduct be an

exemplar to others and hence is a model of integrity and civic responsibility.

Teachers often take pride in being considered the noblest profession; they

embody integrity, virtue, and accountability within themselves. Hence, role models

who embody these characteristics come across teaching officers who are loyal

and honest, especially during critical civic duties such as elections. Service in this

process goes beyond helping maintain democratic tenets but serves to instill trust

in teachers among their constituents.

Actions in the elections encourage civic responsiveness and care for

participation in democratic process among the voters. When a teacher upholds

such principles, teachers contribute toward the integrity of the electoral process

but also foster an accountability and responsibility culture in society. Moreover,

findings suggest that participation of the teachers in the elections themselves, like
casting their votes, may have higher public involvement and humanitarian societal

changes. Serving with commitment not only ensures legitimacy to the electoral

process but also gives them a chance to inculcate values and principles that can

change their communities positively.

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter describes a summary of findings, conclusions, and

recommendations from this study on the experiences and perceptions of teachers

in relation to their profession when barangay and Sangguniang Kabataan

Elections, BSKE take place in the Philippines' far-flung areas.

Summary of Findings

Based from the result of the study, the following findings were summarized

according to the statement of the problem.

1. What are the preparations of the teachers before the conduct of the

elections in remote areas?

The three general themes include orientations and training, consultation

with school heads, and proper logistics and mental preparation for the BSKE in
far-flung areas. The teachers realized that such orientations by COMELEC were

not only for them to be aware of the election procedures but also psychosocially

enhanced them so that they left feeling confident of their roles. Meetings with

school heads formed part of this preparatory activity to seek further clarification on

specific tasks related to the activities, thereby being able to pass on effective

communication and adequate administrative support that would work towards

informal mentoring and as well as have a better understanding of work. Logistical

preparations included food, all essentials for a comfortable stay in the designated

remote locations; mental preparation involved preparing for hours away from

home and more secluded environments. This independence was much in demand

because of a lack of supplies in rural settings and, therefore, became a strain on

the prolongation of work without the support of collaborative surroundings. This

indeed marks that preparation on the part of teachers in rural areas is one of the

imperative things required in elections; it must encompass training, leadership

support, and logistical planning to produce efficient electoral participation.

2. What are the experiences of the teachers during the election in remote

areas?

In remote areas, experiences of the teachers on election day had three

primary themes: a calm beginning with a rising trend, difficulties in controlling

behavior and anxiety among voters, and communication and technical problems.

Election day started calmly enough with its steady-flowing voters and a well-

organised scene at first. However, with time, as it was getting towards evening and

the voters were desperate for knowing the outcome, the tensions mounted and the
people in the queue became impatient and restless. The teachers would need to

be in charge while handling heightened emotions. Composition and swift decisions

would come into good use to ensure that integrity of the voting process was

upheld. This is one trend of elections where initially the election begins amiable

but becomes tense over time especially in the rural areas, whose emotions for

voters tend to be with the results. Teachers also faced problem-demeanors

characterized by anxious voter behavior when the voting period was coming to an

end, requiring constant reminders to remain calm and avoid disruption in the last

hours of the intensified urgency to vote.

3. What are the teachers' experiences after the elections in remote areas?

Thematic clusters of experiences of teachers in the far-flung areas shortly

after the elections are: experiences from exhaustion mixed with mental fulfillment,

and what tasks and responsibilities characterized the election period. Most of the

interviewees said that they were physically drained by election day's demands but

were highly fulfilled at successfully accomplishing their tasks. Satisfied, the

teachers found joy in doing their work of coordination of logistics, redressal of

grievances from voters, and keeping things well in hand as tensions went up. This

duality-exhaustion as well as fulfillment - that the state had on offer for them was a

testimony to its belief in civil duties and labors that proved rewarding in spreading

democratic ideologies within communities. In addition to this, the teachers are also

required to return all election materials, which include the ballots, to COMELEC in

proper order. Consequently, the responsibility is part of what one could term an
election process as one would expect it to be: both transparent and full of integrity

because only up to the extent permitted by the manner by which the very actual

election materials that attest to the very happening are handled are the count of

votes valid. Therefore, teachers eventually learn the above truth while performing

their expanded role in ascertaining the credibility of a ballot. Conclusion In short,

these findings show how teachers played the most crucial role in ensuring the

integrity of an election because of their sense of civic responsibility and

democratic consciousness.

4. What are the teachers' challenges in serving the BSKE in remote areas?

Teachers deployed in the conduct of the BSKE in geographically isolated

barangays encountered serious logistically related issues, including transportation

and security concerns, as well as manual paperwork. In the aggregate, several

teachers mentioned not having access to reliable transportation, having to rely on

a vehicle or two from other barangays if available, which would cause delays in

the return of election materials and personnel. This showed it was not only a

matter of neighborhood relationships but also a security issue as teachers were

perceived to be vulnerable mainly due to the distance from emergency services,

which in return made them anxious and less attentive to issues concerning

elections. The paper-based work was also very tiring and laborious, ensuring

much time spent far away from the voter's guide as well as the election process.
This administrative burden wore them out and made the general efficiency and

morale of election personnel in question. All of these represent broader challenges

identified in rural electoral management. Ultimately, these experiences underscore

the need for improved resources and support systems to enhance the electoral

process in remote locales.

5. How do teachers deal with the challenges they encountered in serving the

BSKE in remote areas?

Teachers who have the service in BSKE in the remote Barangay and

Sangguniang Kabataan Elections, adapt to their strategies in facing the issues

they may face. They say it is all work on the part of the team, toughness

emotionally as well as preparedness. Emotional toughness would be one way for

a fair judgment built in the making of a winning environment during elections in the

face of stressing issues. This cooperation with the higher authority is of prime

importance in implementing problem-solving skills, along with the feeling of

community and responsibility from the election officials. Creative thinking and

resourcefulness have a special place in the tool kit of the teachers since they need

to try to improve their policy according to the specific conditions of their local

environment. The teachers thus, have experience and prior preparation which

makes them capable of tackling unsolved problems arising in their course of

learning. Teachers, therefore follow the guidelines obtained during training and

relate to the local communities to solve logistical issues and make the electoral

process more strong and efficient. In the end, interaction of experience,

cooperation, and process-based training brings in more efficient ways of handling

duties in an election, despite these inherent difficulties, by equipping teachers with

skills.

6. How do teachers describe their well-being in serving the BSKE in remote

areas?

Those set to serve for the Barangay and Sangguniang Kabataan Elections

in far-flung areas claimed that their well-being is tied up with the sense of duty and

lots of community support and effective ways of managing the stress. Such a

noble profession requires absolute professionalism and accountability in its true

sense of repute, with a feeling that they are role models in the communities they

would be serving, which, at times, may exert pressure on their mental well-being.

Despite the weight of their responsibilities, there are supports from the

communities where teachers come from. Such engagement with their

communities can help them understand well-being in all of its aspects: physical,

mental, emotional, and social. Moreover, teachers come to realize that the tasks

assigned to their roles are challenging, as they involve weeks or even months of

being physically and mentally drained as they go through the process of electing

future leaders. They handle the stress through proactive measures, which rely

more on self-care, coordination with counterparts, and strong bonding with peers.

These strategies not only make the resilient stronger but allow for a sense of

community. Such a feeling of community proves to be a contributing factor to an

effective and virtuous electoral process. What is striking is the interaction between

duty, community support, and coping mechanisms that they have to their
advantage, casting more light on the complexities in their well-being while they

serve these remote electoral settings.

7. How do teachers perceive their professional role and responsibilities in

ensuring the integrity and transparency of the electoral process during the

Philippine 2023 BSKE in remote areas?

The professional role of the teachers in the Philippines 2023 BSKE is

significant to achieve electoral integrity and transparency. As custodians of

electoral integrity, such behavioral roles specifically advance the salience of ethical

behavior to further gain public trust over the democratic process. Proactivity of

teachers entails making the balloting transparent, like placing ballot boxes in all

barangays and allowing observers during count. The teachers also attend

workshops and, for that matter, observe the guidelines of the Commission on

Elections (COMELEC) in order not to err in the execution of election duties. More

than anything they can do with logistics, they ensure honesty and civic duty in their

communities as role models of integrity and responsibility. It helps to represent

ideals that not only make an electoral process credible but also promote a culture

of accountability and civic engagement.

Conclusion

It was also utilized in exposing critical teachers in the integrity and

transparency of the Barangay and Sangguniang Kabataan Elections (BSKE)

anchored in a remote setting. This involved preparations such as orientation and

consultation with school heads and psychological and logistical preparations in

their preparation before holding the elections, which played a great role in their
performance. It was during the election process that they tolerated some wayward

behavior on the part of voters and logistical problems but firm in their democratic

values. Election experience: The post-election experiences reflected not only

material exhaustion but also deeply felt fulfillment as the teachers continued with

their responsibilities to ensure proper handling of election materials. The teachers

appeared to have shown much ingenuity and professionalism, with a deep sense

of civic responsibility, community involvement, and cooperation with the authorities

in making possible the smooth conduct. Their custodianship of electoral integrity

greatly reinforces public trust in the democratic process.

Recommendations

Based from the results of the study, the researcher recommend the

following: The preparation programs for teachers who are assigned to a

geographically isolated place in the BSKE should be reinforced. They should be

taught both procedural knowledge and training on voter behavior and stress

management techniques. This can be supported by psychosocial conditioning that

should be given to these teachers in the course of preparing them. Improvement

of logistical support such as provision of proper transportation, communication

facilities, and vital materials for teachers would greatly bridge the gaps that

teachers are exposed to in the line of duty in remote localities. Security measures

must be obtained through coordination with local authorities to guarantee the

safety of both teachers and ballot materials. Following the elections, a debriefing

on the elections should be held to spell out, among other things, the physical and

mental pressure teachers would have undergone-a reflection of events that may
help design improvements for future elections. Lastly, there should be promotion of

continuous community engagement because such development supports the well-

being of teachers but also fosters more democratic processes by instilling civic

values within such communities.

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 Appendix A – Permit to Conduct the Study
June ___, 2024

DR. CHERRY MAE LIMBACO-REYES

School Division Superintendent
Malaybalay City,
Province of Bukidnon

Dear Maam Cherry,

The undersigned is currently enrolled at Saint Columban College, Pagadian City,

for his Master of Arts in Education major in Educational Management. I am
conducting research entitled "Exploring the Experiences of Teachers Serving the
Philippine 2023 Barangay and Sangguniang Kabataan Elections (BSKE) in
Remote Areas” as a partial fulfilment of the course requirements.

In this connection, I would like to seek approval to proceed with this study in public
schools situated in the remote barangays, of this city, to wit:

Busdi Integrated School – Brgy. Busdi

Caburacanan Elementary School – Brgy. Caburacanan
Indalaza Elementary School – Brgy. Indalaza
Kulaman Elementary School – Brgy. Kulaman
Mapulo Elementary School – Brgy. Mapulo
Saint Peter Elementary School – Brgy. Saint Peter
Silae Elementary School – Brgy. Silae
Zamboanguita Central School – Brgy. Zamboanguita

This study aims to explore and understand the experiences of teachers serving in
the 2023 Barangay and Sangguniang Kabataan Elections (BSKE) in remote areas
in the City of Malaybalay. Through this research, the researcher aims to gather a
better understanding that can enhance electoral reform, support teacher well-
being, and promote community engagement. All data collected will be treated with
the utmost confidentiality.

Thank you very much.

In Saint Columban,

DANILO N. DIVIDINA
Researcher

Noted:

GILBERT A. CELESIO, EdD.

Dean-SCC Graduate School
 Appendix B – Interview Guide
A. Engaging question:

What are the experiences of teachers assisting in the Barangay and

Sangguniang Kabataan Elections (BSKE)?

B. Central question:

How do teachers describe their experiences when serving the Philippine 2023
Barangay and Sangguniang Kabataan Elections (BSKE) in remote areas?

Sub-questions Descriptive questions Probing questions

1. What are the What were your What training or
preparations of the preparations for the resources were provided
teachers before the Barangay and to you prior to the
conduct of the elections Sangguniang Kabataan elections?
in remote areas? 2023 Election (BSKE
2023) in the remote What preparations have
areas? you initiated? Could you
elaborate on these

How would you describe

the results of these
initiatives??

What specific
preparations do you
undertake before
assisting in the Philippine
2023 BSKE in remote
areas?

In what ways do you

believe you can prepare
for the 2023 BSKE in
remote areas?

How can the 2023 BSKE

preparatory practices
help you in serving the
elections?

What challenges did you

encounter while preparing
for this election in remote
 areas, and how did you
overcome them?

2. What are the teachers' What are your How did the election go
experiences during the experiences as a from start to finish?
election in remote areas? teacher assisting during
the Philippine 2023 Was there any
BSKE in remote areas? memorable incident you
could remember during
the BSKE 2023 while
serving in the remote
area? If there was, could
you share more about it?

How did the local

community react to the
election process?

What unique challenges

and memorable moments
have you encountered
while assisting during The
Philippine BSKE in
remote areas?

What specific obstacles

you’ve faced in the
Philippine BSKE in
remote areas and the
strategies you’ve used to
address them?

Additionally, how did you

ensure effective
communication and
coordination with your
Philippine BSKE team in
such locations?
3 What are the teachers' What were your What are the post-
experiences after the experiences after election tasks that you
elections in remote assisting in the were supposed to do?
areas? Philippine 2023 BSKE in
remote areas? Can you please describe
these tasks?

Were there issues that

 arose from these tasks? If
there was/were any, how
did you handle it/them?

Can you share any

personal anecdotes or
memorable moments
after the election?

What were some of the

key takeaways and
reflections you had
following the event?

How did you handle any

post-election tasks or
issues, such as the
reporting of results or
addressing any concerns
from the community?

What specific
experience/s after
assisting in the Philippine
BSKE in remote areas
greatly affected your
post-election duties?

Additionally, how did you

manage strategies to be
effective in ensuring a
smooth post-election
process?
4. What are the What challenges did you Can you describe the
challenges of the encounter while serving specific challenges you
teachers in serving the in the 2023 BSKE in faced as a teacher while
BSKE in remote areas? remote areas? serving in the Philippine
BSKE in remote areas?

Can you describe how

that particular challenge
(Challenge 1, 2, 3, etc)
became a challenge for
you?

How did it (Challenge 1,

 2, 3, etc) affect you?

In what ways have these

challenges influenced
you?

What aspects of the 2023

BSKE in remote areas
you found particularly
challenging or complex to
execute?

How did the challenges

you faced impact your
ability to perform your
duties as a teacher
assisting in the elections,
and what strategies did
you use to address or
overcome them?

What specific challenges

have you faced in
assisting in the Philippine
BSKE in remote areas;
how you’ve navigated
them; and, what solutions
you’ve implemented?

Additionally, how have

these experiences
influenced your teaching
duties and your
relationship with the
community?

5. How do teachers deal How did you, as a Can you describe in detail
with the challenges they teacher, handle the or cite a situation showing
encounter in serving the challenges encountered how you handled these
BSKE in remote areas? while serving in the encountered challenges?
Philippine BSKE in
remote areas? How would you describe
the effectiveness of these
coping strategies you
employed to address the
encountered challenges?
 Were all the challenges
addressed? If no, can you
elaborate what happened
and how come you were
not able to manage
this/these particular
challenge/s?

What specific strategies

or methods you’ve used
to overcome the
challenges you faced
while serving in the
Philippine BSKE in
remote areas?

How effective have these

strategies been in
resolving the issues you
encountered?

Additionally, what lessons

have you learned from
these experiences that
might help others in
similar situations?

6. How do teachers How do you describe How have your election

describe their well-being your well-being while duties in remote areas
in serving the BSKE in serving in the Philippine influenced various
remote areas? 2023 BSKE in remote aspects of your well-
areas? being?

Can you share any

positive experiences or
moments that have
contributed to your well-
being?

In what ways has your

work in remote areas
influenced your personal
life and relationships?

How had your election

 duties in remote areas
impacted various aspects
of your well-being?

How did you manage

stress during these
duties, and have you
found any effective
coping mechanisms?

How do you balance your

personal life and
responsibilities with the
demands of your election
duties?
7. How do teachers How do you perceive How do you collaborate
perceive their your professional role with other election
professional role and and responsibilities in officials and stakeholders
responsibilities in ensuring the integrity to uphold transparency?
ensuring the integrity and and transparency of the
transparency of the electoral process during Can you share a
electoral process during the Philippine 2023 particular scenario
the Philippine 2023 BSKE in remote areas? wherein your professional
BSKE in remote areas? role and responsibilities
became crucial in
ensuring the integrity and
transparency of the
electoral process during
the BSKE 2023?

How do you handle

situations where the
transparency of the
election process is
challenged?

How do you handle

situations where electoral
integrity might be at risk?

What challenges have

you faced in maintaining
electoral integrity, and
how have you addressed
them?
 What strategies do you
use to educate and
inform voters about the
importance of
transparency in
elections?

C. Exit question: Based on our conversation today, is there anything you would like
to add?
Appendix C – Grammarly Result
Appendix D – PlagScan Result
 Appendix E – Curriculum Vitae

CURRICULUM VITAE

DANILO N. DIVIDINA
Address: Block 19, Lot 14 Steeltown Subd., Brgy. Santa Elena, Iligan City
E-Mail: [email protected]
Mobile No.: 09171627666

PERSONAL PROFILE

Age : 46
Date of Birth : February 12, 1978
Place of Birth : Baroy, Lanao del Norte
Civil Status : Single
Occupation : Election Officer/Lawyer/Real Estate Broker & Appraiser
Father : Pedro D. Dividina, Jr.
Mother : Josefa V. Naciongayo

EDUCATIONAL ATTAINMENT

Graduate Studies
Southern Mindanao College
Master of Business Administration
Pagadian City
January 2021
 Southern Mindanao College
Master of Public Administration
Pagadian City
March 2020

Cor Jesu College

Bachelor of Laws
Digos City
April 2007

Tertiary
Mindanao State University Main
Bachelor of Science in Physical Education
Marawi City
April 2000

Secondary
Integrated Developmental School
Tibanga, Iligan City
March 1994

Elementary
Tomas Cabili Elementary School
Tominobo, Iligan City
March 1990

WORK EXPERIENCES

Office of the City Election Officer

Election Officer IV
Malaybalay City, Province of Bukidnon
2023 - Present

Office of the Election Officer

Election Officer III
Municipality of Tubod, Lanao del Norte
2017 - 2023
 Appendix F

Questionnaire for Teachers Serving in the Philippine 2023 Barangay and

Sangguniang Kabataan Elections (BSKE) in Remote Areas

This questionnaire is designed to gather quantitative data to complement the

qualitative insights from interviews and thematic analysis. Your participation is

highly valued and will contribute to a comprehensive understanding of the

experiences of teachers during the BSKE in remote areas. Please answer the

following questions based on your experiences.

Demographic Information

1. Age:
 ☐ 21-30
 ☐ 31-40
 ☐ 41-50
 ☐ 51 and above

2. Gender:
 ☐ Male
 ☐ Female
 ☐ Other/Prefer not to say

3. Years of Teaching Experience:

 ☐ 1-5 years
 ☐ 6-10 years
 ☐ 11-15 years
 ☐ 16-20 years
 ☐ 21 years and above

4. Location of Assignment (Barangay and Municipality):

 5. Highest Educational Attainment:
 ☐ Bachelor's Degree
 ☐ Master's Degree
 ☐ Doctorate Degree
 ☐ Other (please specify): ___________

Experience and Challenges During BSKE

6. How many times have you served in the Barangay and Sangguniang
Kabataan Elections?
 ☐ First time
 ☐ 2-3 times
 ☐ 4-5 times
 ☐ More than five (5) times

7. On a scale of 1 to 5, how challenging was your experience during the

BSKE in your assigned area?
 ☐ 1 (Not challenging)
 ☐ 2 (Slightly challenging)
 ☐ 3 (Moderately challenging)
 ☐ 4 (Very challenging)
 ☐ 5 (Extremely challenging)

8. Which of the following challenges did you encounter? (Check all that
apply)
 ☐ Poor infrastructure (e.g., roads, polling stations)
 ☐ Inadequate election materials
 ☐ Safety concerns
 ☐ Communication barriers
 ☐ Long travel distances
 ☐ Lack of training/support
 ☐ Voter-related issues (e.g., voter turnout, behavior)
 ☐ Other (please specify): ___________

9. Rate the adequacy of training provided for election duties:

  ☐ 1 (Very inadequate)
 ☐ 2 (Inadequate)
 ☐ 3 (Neutral)
 ☐ 4 (Adequate)
 ☐ 5 (Very adequate)

10. Did you receive sufficient support from election authorities during the
BSKE?
 ☐ Yes
 ☐ No
 ☐ Partially
Perceptions and Professional Implications

11. On a scale of 1 to 5, how well do you feel your role as an election

official was appreciated by the community?
 ☐ 1 (Not appreciated)
 ☐ 2 (Slightly appreciated)
 ☐ 3 (Moderately appreciated)
 ☐ 4 (Very appreciated)
 ☐ 5 (Extremely appreciated)

12. How has serving in the BSKE impacted your professional life? (Check
all that apply)
 ☐ Improved professional skills (e.g., organization, management)
 ☐ Increased stress levels
 ☐ Enhanced community relationships
 ☐ No significant impact
 ☐ Other (please specify): ___________

13. Do you believe that your involvement in the BSKE contributes

positively to the electoral process?
 ☐ Strongly disagree
 ☐ Disagree
 ☐ Neutral
 ☐ Agree
  ☐ Strongly agree

14.What additional support or resources would have made your role

easier during the BSKE? (Check all that apply)

 ☐ Better infrastructure
 ☐ More training
 ☐ Increased security
 ☐ Improved communication tools
 ☐ More election materials
 ☐ Financial incentives
 ☐ Other (please specify): ___________

Overall Satisfaction and Recommendations

15.Overall, how satisfied were you with your experience as an election

official during the BSKE?

 ☐ 1 (Very dissatisfied)
 ☐ 2 (Dissatisfied)
 ☐ 3 (Neutral)
 ☐ 4 (Satisfied)
 ☐ 5 (Very satisfied)

16. Would you be willing to serve as an election official in future

elections?
 ☐ Yes
 ☐ No
 ☐ Maybe

17. Please provide any additional comments or suggestions based on

your experience during the BSKE:

----oo0oo----
Thank you for taking the time to complete this questionnaire. Your responses will
provide valuable insights to improve future electoral processes and support for
teachers serving in elections.