Aims: To determine the relationship between the teachers’ adversity quotient and work commitment and the effect of teachers’ demographic profile in both variables. Study Design:  Descriptive-correlational Place and Duration of Study: This was conducted in the Division of Davao City more specifically Cluster 1 and Cluster 3 from November 2020 to June 2021 Methodology: This research used stratified random sampling technique to identify 623 respondents. It utilized questionnaires developed by Stoltz (1997) and Celep (2000). Both questionnaires were adapted and modified to fit the need of the research locale and environment where the study was being conducted. Results: The findings showed that most of the respondents were female and most aged were from 20 to 49 years old. The majority of teachers were less than 10 years in the government service with a teacher I position and not attended graduate studies. Furthermore, the teachers’ adversity quotient was below average and teachers’ work commitment was at a high level; teachers’ adversity quotient was positively associated with teachers’ work commitment. Moreover, the results confirmed that females have a significantly higher level of work commitment than males; all other teachers’ demographic profile were not significantly influenced teachers’ adversity quotient and work commitment. Conclusion: The study concludes that teachers tend to recover slowly from adversities; teachers' adversity quotient affects their work commitment, and female teachers are more committed to their work compared with male teachers. The study recommends for teachers to attend personality development activities to improve their adversity quotient; the Human Resource Management Office (HRMO) of the school may utilize the data for policy making towards increasing teacher’s adversity quotient and work commitment. Additionally, further studies through qualitative research and similar studies in other clusters or districts both rural and urban areas are also recommended.

This qualitative study employed specifically a phenomenological design to gain an in-depth understanding of the lived experiences of the public-school teachers handling learners with disabilities in an inclusive classroom. These teachers were chosen purposively and qualified in the inclusion and exclusion criteria set to become my participants for the in-depth interview (IDI) and focus group discussion (FGD). Thematic analysis was utilized to extract the essential themes from the responses of the participants. From the lived experiences of the teachers in the classroom, three essential themes emerged such as keeping informed of ongoing societal issues and problems, realizing the moral obligation of the teaching profession towards learners, and being concerned with the holistic development of the learner. On coping mechanisms of teachers handling learners with disability in an inclusive classroom, the themes included practicing psychosocial, moral, and religious support and provision of organized development programs for teachers and learners. While on the insights shared by the teachers dealing with the learners, two themes surfaced such as teachers as role models for the youth and upholding a sense of accountability.

This quantitative study employed specifically descriptive research design to address the issues pertaining to the teachers' perception on training, administrative support, peer support, collaboration, and student variables as they relate to inclusion using the adopted questionnaire, Teacher Attitude Towards Inclusive Education Questionnaire of Kern (2020) for teachers. There were 20 teachers as respondents currently teaching in Sped Center in North and South Cotabato. The findings of this study conclude that teacher's attitude towards inclusive education is resulted that teachers are agree, the gender, the pre-service teachers display a welcoming and positive attitude towards IEP. Moreover, their awareness and knowledge towards inclusion shed new opportunity that IEP is being prioritized and advocated by the school colleagues and administrators thus it can be inferred that it is successfully implemented in the inclusive environment. The researcher recommendation can help teachers' strategies on teaching inclusive education in which they should plan, engage, and formulate a good collaboration to create peer support, take trainings opportunity and organizing workshops for them to enhance their skill and knowledge with a student with a special need.

Two of the most important determinants of the success of the inclusion or structured placement of children with disabilities in inclusive classrooms are teachers' attitudes toward students with special educational needs and their understanding of how to educate them appropriately. The perspective of educators on the difficulty of educating students with special educational needs has been cited as a crucial factor in deciding whether or not schools are inclusive settings. If inclusion teachers do not view the teaching of these pupils as an essential part of their work, they will attempt to have someone else (often the special education teacher) assume responsibility for these students, which will create covert segregation inside the school. In other words, they will not embrace the education of these youngsters as part of their work responsibilities (e.g., the special class). This study examines the inclusive education practices of teachers in the General Santos City SPED Integrated School of the Philippines during the 2022-2023 school year. This inquiry employs the descriptive-correlational methodology. The Modified Opinions Relative to the Integration of Children with Disabilities (MORID) survey was completed by 115 female and 38 male full-time general education and special education instructors from one regional school. These educators were questioned regarding their views on the inclusion of students with impairments. Respondents were well-informed about inclusive education and held favorable opinions concerning inclusion. Schools must provide sufficient learning support providers and educational resources, as well as in-depth specialization courses that provide specialized practices for implementing the special education strategies in their classrooms and teaching strategies for bridging theory and practice. Individualized education plan (IEP) provisions, curriculum adjustments, and classroom adaptations that are suitable for learners with special educational needs should be incorporated into the design and actual implementation of learning support programs.

Special education teachers need the appropriate environment, collaboration opportunities, and overall support from administrators as it drives everything related to the intent to remain in the field. This study utilizes a descriptive correlation approach to describe the level of job satisfaction and employee retention of the 30 public school special education teachers in Davao City. Data were gathered through an adopted survey questionnaire. Results of the study showed that while teachers have a high level of Job Satisfaction, there are areas that need support in compensation and job content.Meanwhile, their employee retention is also high but needs more provision in areas of physiological and safety needs.Thus, job satisfaction and employee retention among special education teachers have a significantly high positive correlation. If the special education teacher is satisfied with their work even if it is challenging to teach special childre n, they will still stay in their work. It is recommended that the Department of Education should continue to provide professional development and career opportunities to teachers to maintain excellent performance and the intent to remain in the field of education.