16/05/2026

SATURDAY | MAY 16, 2026

6

Teachers find calling in remote schools

o Fulfilment attained when pupils show positive change and education progress despite multiple challenges

KUALA LUMPUR: Spending five years as a teacher in Seduku, Lingga, a remote district in Sarawak, became a life-changing experience for Nur ‘Afrina Ariff from Kedah, who knew little about life without technology and internet access. Being in the Gen Z group, the 29-year-old said it was initially difficult to adapt to the many limitations of living in such a remote area. “When I first found out that I was being posted to a remote area in Sarawak, I cried almost every day. It was not only because the place was in an isolated area but also because it meant I would have to be separated from my family for several more years. “I had already spent five years studying at the Institute of Teacher Education Batu Lintang campus (in Kuching, Sarawak) and hoped to return to Peninsular Malaysia to teach. But fate had other plans,” she told Bernama. Her parents, who are also teachers, encouraged her to accept the posting. “Eventually (while teaching in Seduku), I realised the true purpose behind becoming a teacher. Everything that had been instilled in me during my five years at the institute, together with the dedication I saw in the people around me, inspired me to continue this journey and devote myself to educating the students I was destined to meet,” said Nur ‘Afrina, who taught at Sekolah Kebangsaan Dunstan (M) Seduku before being transferred to Sekolah Kebangsaan Perik, Kuala Nerang, in January. Reflecting on her five years in Seduku, she said she had to wake up as early as 4.30am every day to ensure

she could leave home by 5.40am. “The distance from my house to the school is about 45km. On paper, it may not seem very far, but the journey itself comes with its own challenges, including having to pass through areas affected by high tides because they are located near a river estuary. “If the tide happens to be high, I have to wait for the water to recede before I can use the road, and sometimes the wait can take up to 50 minutes,” said Nur ‘Afrina, who drove to school every day. Nur ‘Afrina, who has a Bachelor of Teaching degree in Islamic education, said when she first arrived at the school, which at the time had only 26 pupils, she did not feel entirely alone because another teacher from Peninsular Malaysia was also serving there. Unlike Nur ‘Afrina, who started teaching immediately after graduating, Valentine Doimis only became a teacher when he was already approaching his late 30s. Before opting for a teaching career, Valentine, who has a Bachelor’s degree in visual arts technology from Universiti Malaysia Sabah, worked as a technician in Kota Kinabalu from 2018 to 2023. However, a deep passion for teaching drove the 38-year-old from Kampung Kolubaan Kiulu in Tuaran, Sabah, to apply for a teaching post. In 2024, he was recruited as a contract of service teacher by the Education Ministry and posted to Sekolah Kebangsaan Lusong Laku in Belaga, Sarawak (the nearest major town is Bintulu, about 200km away). He completed a one-year postgraduate diploma in teaching course at the Institute of Teacher Education Tun Abdul Razak campus

Nur ‘Afrina (front) said her remote posting revealed the true purpose of a teacher and inspired her to ‘devote myself to educating the students I was destined to meet’. – BERNAMAPIC

become confident enough to step forward and show improvement in their studies. “Moments like these bring a sense of fulfilment that is difficult to describe as a teacher,” he said, adding that his motivation to continue teaching grows stronger each time he witnesses the children’s resilience, progress in learning and achievements despite the many obstacles they face. Expressing his hopes for the future of education in the country, Valentine said he wants every child in Malaysia, regardless of location, to have equal access to quality education. “I also hope that education in rural areas will continue to receive attention, particularly in terms of infrastructure, technology and human capital development.”

from what I had imagined. “My experience working in the interior made me appreciate the teaching profession even more. I realised that a teacher’s role goes beyond delivering knowledge. Teachers also become mentors, listeners and sources of inspiration for their students. “What affected me most was the determination of the pupils who continued coming to school despite facing many hardships. For example, those from distant villages, some as young as seven, have to live far away from their parents and stay in the hostel,” he said. Valentine added that one of the most touching moments as an educator in a remote area is seeing pupils who were initially shy or less confident gradually

in Kota Samarahan, Sarawak, by attending classes during the school holidays. Currently still serving at SK Lusong Laku, Valentine teaches English, visual arts, moral education, as well as design and technology. He said he accepted the Sarawak posting despite having to live far away from his wife, who resides in Kota Kinabalu, adding that the memory of travelling to the school remains vivid because he had to endure a gruelling 10-hour trip from Bintulu along extremely challenging roads. “To be honest, I did not fully believe people when they said the journey to Lusong Laku is extremely difficult because my hometown also has hilly, unpaved roads. But after experiencing the journey myself, I was shocked at how different it was