Insufficient Instructional Materials: Experiences of Elementary Science Teachers in the Boondocks Through the Lens of COR Theory

Cora Joy  Briones,

Insufficient Instructional Materials: Experiences of Elementary Science Teachers in the Boondocks Through the Lens of COR Theory

Discipline: Education

Abstract:

This phenomenological study explores the lived experiences of elementary science teachers in resource-constrained environments, focusing on the impact of insufficient instructional materials. Grounded in the Conservation of Resources (COR) theory, the study examines how the scarcity of teaching materials affects teachers' personal, social, and structural resources. Through in-depth interviews and thematic analysis, findings reveal that lacking of instructional resources reduces teaching confidence, increases emotional stress, and limits mentorship opportunities. Teachers often struggle with financial constraints, inadequate facilities, and the absence of modern laboratory equipment, which hinder effective science instruction. The study emphasizes the pressing need for systemic interventions, such as equitable resource distribution, enhanced mentorship programs, and increased institutional support, to alleviate the burden on teachers and improve science education quality in marginalized areas. By amplifying the voices of educators, this research provides valuable insights for policymakers and educational stakeholders in fostering resource equity and support mechanisms for teachers in under-resourced settings.

References:

Brown, T., et al. (2021). Equity in education: Addressing resourc e disparities in rural schools. Journal of Educational Policy, 45(3), 245–260.
Caulfield, J. (2023). How to do thematic analysis. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4^th ed.). Sage.
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential-phenomenological alternatives for psychology (pp. 48–71). Oxford University Press.
Garcia, R., Thompson, K., & Williams, M. (2023). Teacher-driven initiatives in low-resource classrooms: A case study of resilience and adaptation. Education Research Quarterly, 50(1), 88–105.
Harris, P., & Patel, R. (2021). The role of social support in teacher retention and well-being. Journal of Teacher Development, 39(2), 118–134.
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513
Johnson, R. (2020). The impact of instructional resource availability on student learning outcomes in science education. Science Education Review, 48(1), 75–90.
Lopez, D., Sanchez, A., & Gomez, L. (2023). Resilience and job satisfaction among teachers in low-resource schools. Journal of Educational Psychology, 55(1), 38–54.
Mangarin, R. A., & Cailo, A. J. L. (2024). Issues in teaching science, technology, and engineering: A review of existing literature. International Journal of Research and Innovation in Social Science, 8(10), 2446–2453.
Martinez, C., & Rogers, E. (2023). Teacher financial burden in underfunded schools: Addressing the gap. Journal of Educational Finance, 29(3), 301–317.
Modaffari, J. (2022). Federal investments in K-12 infrastructure would benefit students across the country. Center for American Progress.https://www.americanprogress.org/article/federal-investments-in-k-12-infrastructure-would-benefit-students-across-the-country/
Østergaard, E., Dahlin, B., & Hugo, A. (2008). Doing phenomenology in science education: A research review. Studies in Science Education, 44(2), 93–121. https://doi.org/10.1080/03057260802264081
Patton, M. Q. (2002). Qualitative research & evaluation methods (3^rd ed.). Sage Publications.
Smith, A. (2021). Emotional resilience in teaching: Managing stress in resource-limited settings. Educational Psychology Review, 43(2), 189–207.
Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26–28.
Thompson, K., & Williams, M. (2022). Mentorship in teaching: The impact on professional growth and instructional quality. Journal of Teacher Education, 58(4), 401–418.
UNESCO. (2017). Cracking the code: Girls’ and women’s education in science, technology, engineering and mathematics (STEM).