Challenges to the Professionalism of Teachers in Rural Sabah

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

Rural Teachers, Teacher Professionalism

1. Abdul Ghani, F., & Ibrahim, M. S. (2021). Professional learning communities in Malaysian rural schools: Challenges and opportunities. International Journal of Academic Research in Business and Social Sciences, 11(12), 1375–1387. [Google Scholar] [Crossref]

2. Amdan, S., Janius, R., Jasman, J., & Kasdiah, A. (2024). The impact of school infrastructure on learning among rural area in Sabah, Malaysia. Kinabalu Multidisciplinary Academic Research Journal, 3, 224-228. [Google Scholar] [Crossref]

3. Aziz, A. A. A., Habil, H., Jalaluddin, N. H., & Rashid, R. A. (2021). Teachers’ sense of self-efficacy: A study of English teachers in Malaysian rural schools. IJEPC. 6(43), 1-12. [Google Scholar] [Crossref]

4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. [Google Scholar] [Crossref]

5. Chong, L. P., Yong F. L. (2024). Influence of Authoritarian, Instructional, and Transactional Leadership Styles on Teachers’ Job Satisfaction in Sabah, Malaysia. Novelty Journals, 11(5), 46-56. [Google Scholar] [Crossref]

6. Collie, R. J., Granziera, H., & Martin, A. J. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35(1), 114. [Google Scholar] [Crossref]

7. Ganisan, S., Nachiappan, S., & Appalanaidu, S. R. (2025). Relationship between teacher workload on job satisfaction in secondary schools in Muar District, Johor. Journal of Social Sciences and Business, 4(1), 98–110 [Google Scholar] [Crossref]

8. Hashim, H., Nordin, N. M., & Othman, N. (2023). Principal teacher transformation leadership and teacher job satisfaction of transformation 25 schools in Jasin District, Melaka. International Journal of Academic Research in Business and Social Sciences, 13(4), 970–985. [Google Scholar] [Crossref]

9. Hashim, S. N. M., Mansor, M., & Yunus, J. (2025). The level of job satisfaction and early retirement intentions among teachers in Perak, Malaysia. International Journal of Academic Research in Progressive Education and Development, 14(1), 2496–2500. [Google Scholar] [Crossref]

10. Hedzir, N. H. B., Mokhtar, A. E. B., & Razak, F. Z. B. A. (2024). Enhancing teacher well-being in Malaysia: An exploration of job satisfaction – A conceptual analysis. Jurnal al-Sirat, 24(1). [Google Scholar] [Crossref]

11. Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). New York: John Wiley & Sons. [Google Scholar] [Crossref]

12. Mohamad, (2025). Nurturing Little Stars: The Crucial Role of Teachers in Transforming Rural Education in Sabah. Scribd. [Google Scholar] [Crossref]

13. Othman, I. W., Chong, F. C. T., Salam, S. N., et al. (2023). Revitalizing the educational landscape post-pandemic: An in-depth analysis of challenges and issues in teaching and learning. IJEPC. 8(52), 553-587. [Google Scholar] [Crossref]

14. Rahman, N. A., Jalil, N. A., & Hashim, R. (2021). Workload and teacher stress in rural schools: A Malaysian perspective. International Journal of Academic Research in Progressive Education and Development, 10(3), 500–512. [Google Scholar] [Crossref]

15. Smith, A. A. K., Collie, R. J., Loughland, T., Nguyen, H. T. M. (2023). Teacher wellbeing in rural, regional, and metropolitan schools. Teaching and Teacher Education, 123, 104229. [Google Scholar] [Crossref]

16. Tan, H. L., Kaur, R., Malar, S., & Chong, J. (2025). Exploring digital education: Experiential insights of ESL teachers in rural Malaysian schools. International Journal of Research and Innovation in Social Science (IJRISS). 9(3), 936-951. [Google Scholar] [Crossref]

17. Tahir, L. M., & Musah, M. B. (2020). Implementing professional learning community in rural Malaysian primary schools: Exploring teacher feedback. International Journal of Management in Education, 14(4), 422–451. [Google Scholar] [Crossref]

18. Timbang, M., & Ambotang, A. S. (2020). Influence of Innovation, Role of Administration and Teacher readiness on the Rural Educations Professionalism of rural teachers in Sabah. International Journal of Education, Psychology and Counseling (IJEPC), 5(36), 182-203. [Google Scholar] [Crossref]

19. Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study