Teachers 2 Teach: Exploring the Experiences of Receiving Teachers of Cluster 1 in the Division of Gen. Trias City

Receiving teachers plays a vital role in guaranteeing inclusive education, specifically as the major instrument in fostering equitable learning environment, and ensuring students with special needs are provided with better learning experiences. Provided this, this study aims to explore the lived experiences of receiving teachers in Cluster 1 in the Division of General Trias City. A total of seven (7) respondents participated in the face-to-face interview, selected through purposive sampling. The study utilized phenomenological research approach, data were gathered by the use of validated interview guide questions, and were organized through coding method. Subsequently, the results were analyzed through thematic analysis which provided three (3) generated themes for each research questions. Specifically, the findings revealed that receiving teachers view their experience as a transformative journey amidst range of complex challenges, including insufficient training, lack of instructional resourced, and inadequate funding and support. The result also highlighted the advantages they obtain such as sense of fulfillment and professional growth. Recommendations were made in order to strengthen inclusive practices and support structures to teachers, eventually resulting to equitable learning opportunities for all learners.

Challenges, inclusive education, learners with special needs, lived

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