Experiences of Special Education Teachers Teaching in Panabo City Division: A Phenomenological Study

Abstract

This study explored the experiences of Special Education teachers in Panabo City Division, anchored on the Social Cognitive Theory of Bandura. Qualitative research using the phenomenological approach was used as a design. Ten (10) special education teachers in Panabo City Division were carefully selected for in-depth interview (IDI). A validated interview guide was used to gather the desired data. Major themes derived from the experiences were emotional and physical demands, support systems, and coping strategies, and reward and fulfilment. Additionally, major themes derived from the challenges faced by special education teachers were challenging behaviors and lack of parents’ support. On the other hand, the emergent themes in strategies to address diverse needs include differentiated instructions, multi-sensory learning approach and rewards and recognitions, Major themes drawn in perceptions of teacher’s role in special education were advocacy and support, and collaboration and inclusion. Furthermore, major themes emerged in insights and reflections in special education teaching were patience and persistence, empathy, and professional growth. The themes were thoroughly discussed, defined, and reinforced with existing studies and literature. Thus, findings of this study underscored importance in prioritizing programs for special education. Increase funding resources to support special education programs and services, along with the development and implementation of inclusive policies. Professional development initiatives should also be prioritized so with the training in adaptive teaching methods and collaborative practices. These measures create more comprehensive and supportive learning environments to students with disabilities.