Abstract
This quantitative phenomenological study explores the lived experiences of Asatidz teaching in public schools in Negros Occidental, Philippines. The research sought to understand their professional realities by investigating (a) their day-to-day experiences and (b) the challenges they face and the coping strategies they employ. The study’s findings reveal a complex professional landscape shaped by deep-seated motivations and significant systemic hurdles. The findings reveal that the experiences of the Asatidz are grouped into five themes: 1) The Spiritual Mandate: Teaching as Da’wah (Mission) and Identity Preservation, 2) The Struggle for Security and Recognition, 3) Pedagogical Resilience: Bridging Gaps with Limited Resources, 4) Sabr (Patience) as a Coping Mechanism, 5) Professional Evolution and Aspiration. In conclusion, the experiences of public school Asatidz are a complex interplay between a profound spiritual calling and the stark realities of systemic neglect. Their perseverance is not merely based on external circumstances but is deeply rooted in their Islamic faith, with Sabr serving as their primary anchor. The study underscores an urgent need for greater institutional integration, financial recognition, and professional support for these educators who play a vital role in preserving cultural identity within the Philippine public education system.
Keywords: Asatidz, Madrasah, Da’wah, Sabr, lived experiences