Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

The Experiences of SPED Teachers from Rural Areas in Handling Students with Special Needs

Christine Anne Magallanes | Joseph Bill A. Dulan | Pearl E. Masiado | Kristine Faith Pasaol | Darwin F. Ignacio

Discipline: Education

 

Abstract:

Teaching offers a range of experiences, which become more complex when teachers work with students with special needs. This study aims to bridge a critical gap by providing support to SPED teachers in handling students with special needs. Through an exploration of their lived experiences, the study seeks to uncover a deeper understanding of the complexities inherent in the teaching-learning process. Employing a phenomenological-qualitative approach, the study utilized face-to-face, semi-structured interviews with ten purposively selected SPED teachers residing in rural areas of Sarangani Province. These participants were distributed across the municipalities of Alabel (2), Glan (2), Kiamba (2), Maitum (1), Malandag (2), and Malungon (1), reflecting the limited number of SPED teachers within the region. Each interview lasted between 20 and 45 minutes, allowing for in-depth discussion of their experiences. The data gathered were analyzed using Braun and Clarke’s (2006) thematic analysis method. Findings reveal that SPED teachers face distinct motivations, challenges, and coping mechanisms, along with insights that highlight the dedication and resilience required in this field. The study concludes that, despite the significant challenges SPED teachers face, they demonstrate remarkable adaptability and a strong commitment to fostering student growth. This in-depth exploration of their interconnected motivations, challenges, and coping strategies provides a holistic understanding of SPED teachers’ roles within educational institutions. The findings advocate for enhanced support systems and resources that acknowledge the complexities of their responsibilities and empower them to create positive impacts in students' lives. Further research is recommended to build upon these insights and develop targeted interventions that bolster SPED teachers’ professional well-being and effectiveness.



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