Abstract :

This study analyzes the pre-service teacher gap as a systemic barrier to achieving Sustainable Development Goal (SDG) 4, Target 4.c, in the geographically disadvantaged context of Masbate, Philippines. It investigates the disconnect between teacher preparation and the realities of Geographically Isolated and Disadvantaged Area (GIDA) schools. An explanatory sequential mixed-methods design was employed. A census survey (n=312) of fourth-year pre-service teachers in a Masbate state college measured career commitment, self-efficacy, and training perceptions. Subsequent focus group discussions and interviews with purposefully sampled participants provided qualitative depth. Data were analyzed using regression and thematic analysis. Quantitative results revealed a critical gap, while 68.3% of pre-service teachers were of rural Masbate origin, only 41.7% intended to teach in local GIDA schools. Regression analysis identified contextualized teaching self-efficacy (β = .51, p < .001) and a rural practicum experience as the strongest predictors of GIDA commitment, whereas financial scholarships showed no significant effect. Qualitative findings exposed a training-practice disconnect, where generic methodology courses failed to prepare candidates for multi-grade teaching and resource scarcity, with practicum quality acting as a decisive psychosocial intervention. The barrier to quality education in Masbate is a qualitative pre-service gap, not a numerical shortage. Investment must shift from financial incentives to transforming teacher education. A strategic framework is proposed, mandating contextualized practicum standards, building pre-service self-efficacy, and establishing a multi-sectoral teacher pipeline compact to cultivate a sustainable, committed, and GIDA-qualified teaching workforce.

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Keywords :

SDG 4, Geographically isolated and disadvantaged areas (GIDA), Pre-service teachers, Self-efficacy

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