This qualitative phenomenological study explores how public elementary school teachers experience teaching in makeshift classrooms within the Mati South District.Utilizing in-depth interviews with educators experienced in temporary, resource-constrained spaces, the research employed thematic analysis to uncover the realities of their daily instructional environments.The findings highlight significant challenges, including limited instructional resources, overcrowded spaces, and considerable emotional and professional strain.To cope, teachers utilize resource improvisation, adaptive classroom management, and peer support.Ultimately, these educators view their experiences as catalysts for personal growth, resilience, and pedagogical creativity, while underscoring the critical need for institutional backing.The study concludes that makeshift classrooms profoundly reshape instructional decisions, emotional labor, and professional identity.Consequently, stronger material provisions, context-responsive professional development, and sustained school-level support are essential to maintain instructional quality and teacher well-being in fragile learning conditions.
Silatan et al. (Mon,) studied this question.