Beyond the classroom: a qualitative study of the lived experiences of special needs education teachers in the Philippines
DOI:
https://doi.org/10.56183/plepist.v2i2.649Palavras-chave:
Special needs education teachers, Special education teachers, Qualitative Research, Phenomenological, PhilippinesResumo
Teachers of Special Education (SNED) help students with a wide range of emotional, physical, mental, and academic needs. However, they also face various other issues, such as managing behaviour, inclusion, and differentiation. The study employed a qualitative approach, particularly the phenomenological method, to gain insights into the lived experiences of these educators. Five participants are regular teachers with over five years of service residing in Sta. Cruz Davao del Sur, Philippines, was purposively selected for the study. The primary challenges identified by the participants include the need for more training and resources. These challenges often lead to high stress levels and burnout among SNED teachers. However, these educators employ adaptive strategies to cope with these challenges, including modifying their teaching methods, collaborating with colleagues, and engaging parents in learning. The insights gained from the study highlight the importance of teacher growth and student development. The participants noted improvements in their students' abilities as a significant reward for their hard work. Moreover, teacher's dedication and commitment to individualized instruction significantly contribute to these students' overall academic and social development.
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Copyright (c) 2024 Frances Jay Damalerio, Marjorie May C. Wagas, Francine Mae De Mesa, Fritz Keisler Maloon, Hannah Lisa S. Monterola
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
