Lived Experiences of General Education Teachers Handling Learners with Difficulty in Basic Learning and Applying Knowledge

Abstract

Aims: This study explored the lived experiences of general education teachers in handling learners with difficulty in basic learning and applying knowledge, specifically examining how social support, coping skills, and flexibility contribute to teacher resilience in inclusive education settings. Study Design: A phenomenological qualitative study anchored on Rachmad's (2022) Educational Resilience Theory was employed to capture teachers' reflections, emotional responses, and coping strategies. Methodology: Nine general education teachers from Calinan District with at least one year of experience handling learners with learning difficulties were purposively selected. Data were collected through focus group discussions and analyzed using Braun and Clarke's six-step thematic analysis approach. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability measures. Results: Four major themes emerged: (1) Social support encompassing peer support and professional consultation, consistent parent communication, and inclusive policies with teacher dedication; (2) Coping skills including emotional self-regulation and continuous learning; (3) Flexibility through differentiated instruction, use of instructional alternatives and manipulatives, and classroom management; and (4) Other factors comprising commitment to teaching role, patience, optimism, and positive framing. Teachers demonstrated resilience through collaborative networks, adaptive instructional strategies, and solution-focused thinking despite facing resource limitations and training gaps. Conclusion: The study confirms Rachmad's Educational Resilience Theory, revealing that teacher resilience in inclusive education is developed through interconnected social support systems, emotional regulation strategies, instructional flexibility, and personal commitment. These findings emphasize the need for comprehensive professional development programs and supportive institutional policies to foster sustainable teacher resilience in inclusive educational environments.