Lived experiences of inclusive teachers in managing learners with behavioral challenges

Abstract

This phenomenological study explored the lived experiences of 15 inclusive teachers at Liloan Central Elementary School during the 2025–2026 school year, focusing specifically on how they manage learners with behavioral challenges in general education settings. It examined four core areas: the strategies teachers use to address behavioral concerns, the difficulties they encounter in practice, the coping mechanisms they rely on, and the formal and informal support systems available to them. Using a qualitative phenomenological research design and guided by Braun and Clarke’s six-phase framework for thematic analysis, data were gathered through one-on-one in-depth interviews. All responses were transcribed verbatim, coded line-by-line, and grouped into coherent themes that reflected the teachers’ firsthand classroom realities. The results revealed that teachers manage behavioral challenges through positive reinforcement, consistent classroom rules and routines, gentle verbal redirection, collaboration with fellow educators and specialists, and regular engagement with parents and school administrators. However, they also face significant hurdles: frequent classroom disruptions, heavy emotional and workload-related stress, and limited access to specialized training and learning resources. To adapt, teachers practice structured time management, engage in personal stress-relief activities, and turn to colleagues for emotional and practical support. The findings also highlighted that strong backing from school leaders, guidance counselors, and families is critical for consistent and effective behavior management. Based on these outcomes, the study concludes that inclusive teachers require targeted professional development, enhanced institutional support, and structured learning opportunities. A Behavior and Classroom Management Training Plan is proposed to strengthen their instructional skills, reduce burnout, and foster more inclusive, supportive learning environments for all learners.