Department of Psychology , Ateneo De Manila University, Quezon City, Philippines.
Int J Qual Stud Health Well-being. 2021 Dec;16(1):1917881. doi: 10.1080/17482631.2021.1917881.
In low-resource public schools, these costs may be amplified for early career teachers who help students bear increasingly complex burdens despite lack of resources and specialized support. However, there are limited studies on how care work and its costs are experienced by early-career Filipino public school teachers in low-resource contexts. Hence, the purpose of this study is to examine teachers' stories of caring for burdened students using an integrative and critical narrative inquiry based on Clandinin's narrative framework and Decenteceo's cultural story-model of (i.e. burden-bearing).
Field texts were collected through in-depth interviews with ten (10) female teacher advisers over two months. Participants came from eight (8) different public schools catering to students from low-resource communities in Marikina City, Navotas City and Quezon City.
Findings showed four narrative pathways ofpagdadalaof caring that teachers lived and told across the caring landscape: shared, overextended, asserted, and curtailed. These non-linear pathways reflect how teachers' experience of care work is shaped by the overlapping sphere of influence of homes, schools and communities in student care.
Complimenting literature on care work in education using Clandinin's narrative inquiry framework that integrated Decenteceo'sPagdadalamodel, this study has offered a storied map of co-burden-bearing that was shaped by the social, spatial and temporal contexts in low-resource urban public schools. Theoretical and practical implications highlight the dynamics of bigat-gaanin care work and the potential advantage of leveraging on sharedpagdadalaand spaces of pagpapahingain supporting teacher wellbeing.
在资源匮乏的公立学校，对于那些在资源匮乏且缺乏专业支持的情况下，帮助学生承担日益复杂的负担的初任教师来说，这些成本可能会增加。然而，对于资源匮乏环境下的菲律宾初任公立学校教师如何体验关怀工作及其成本，相关研究有限。因此，本研究旨在通过基于克莱丁宁的叙事框架和德森特西奥的（即负担承受）文化故事模型的综合和批判性叙事探究，考察教师照顾负担过重学生的故事。
通过对来自马里基纳市、那瓦特市和奎松市 8 所不同公立学校的 10 名女教师顾问进行为期两个月的深入访谈，收集实地文本。
研究结果表明，教师在关怀景观中经历和讲述的关怀有四条叙事途径：共享、过度延伸、坚持和缩减。这些非线性途径反映了教师关怀工作的体验是如何受到家庭、学校和社区在学生关怀中重叠影响领域的塑造。
本研究使用克莱丁宁的叙事探究框架补充了关于教育关怀工作的文献，并整合了德森特西奥的Pagdadalamodel，为资源匮乏的城市公立学校中共同承担负担的情况提供了一个故事地图。理论和实践意义强调了关怀工作中的“bogat-gaanin”动态以及利用共享的“pagdadala”和“pagpapahingain”空间来支持教师幸福感的潜在优势。
