Bound by love, driven by vocation: Exploring the journey of Special Needs Education (SNED) teachers in public schools in Pangasinan

Abstract

This qualitative phenomenological design examined the lived experiences of public-school Special Needs Education (SNED) teachers in Pangasinan, Philippines. Although national and international policies promote inclusive education, this manuscript documents less about how teachers across provincial school divisions adapt instruction, respond to implementation barriers, cope with professional demands, and interpret their work. Fifteen public-school SNED teachers with at least five years of special needs education teaching experience were recruited through snowball sampling. The researchers gathered data through semi-structured, in-depth storytelling interviews lasting approximately 45 to 60 minutes. Participants consented to audio recording, and the researchers used member checking to verify the accuracy of transcribed narratives. The researchers analyzed the data using Colaizzi’s seven-step phenomenological method. The researchers identified four themes: tailoring instruction to individual learner profiles; navigating systemic and environmental obstacles; cultivating resilience and peer collaboration; and translating field experience into educational growth. Across these themes, participants described individualized goal-setting, differentiated instruction, flexible accommodations, and alternative assessment. They also reported challenges involving limited specialized materials, inadequate assistive technology, curriculum adaptation, workload, and time constraints. Coping practices included patience, emotional regulation, collaboration with colleagues and parents, and motivation drawn from learner progress. The findings suggest that teachers’ efforts matter but cannot replace adequate institutional support. Because the study used a small, non-probability sample, the findings offer contextual insight rather than conclusions for the broader population. The study concludes that school- and division-level support, relevant professional development, accessible instructional resources, and collaborative systems should accompany teachers’ commitment to inclusive practice. Further research should examine how these supports shape classroom practices and learner progress over time.