This study aims to gain clearer insights into the challenges and motivations of teachers in mountainous areas to remain in their teaching profession, which will facilitate local authorities and policymakers in educational reform efforts. The findings lay a foundation for further studies in similar research fields, not only in Vietnam but also in other countries.
This research was grounded in the self-determination theory by Ryan and Deci as its conceptual framework. A two-stage semi-structured interview was conducted with a teacher-principal in a mountainous school in Northern Vietnam. Thematic analysis was used inductively in this work to identify emerging themes from the interview data. In this study, poetic inquiry was employed to present findings, as it offers a powerful means of capturing the often-overlooked emotional realities and motivations of teachers working in underprivileged contexts.
The poetic verses provide profound insights into the challenges faced by these teachers, such as poor living conditions, isolation and struggles to teach students and to work with parents. Despite such hardships, their unwavering dedication and commitment to students, together with the aspiration to make a difference in a mountainous community, become powerful motivators for them to remain in their profession. In this study, the often unheard voices are heard, showing their resilience to stand still as pillars of hope and overcome adversity in some of the most challenging environments.
The current literature mainly examines teacher motivation in broad contexts, while scant attention has been paid to teacher motivation in mountainous areas, particularly in Vietnam. This study, seen through the eyes of a teacher-principal, explores the motivations and challenges faced by teachers in a remote, secluded school. Through the evocative lens of poetic inquiry, the research gives voice to the lived experiences of teachers here, shedding light on the values that sustain their commitment. To the best of our knowledge, this research is one of the very first studies employing this approach to explore motivations of teachers working in such remote regions.
