Challenges in Managing Inclusive Classrooms in Public Schools: A Basis for Proposed Classroom Management Strategies

This study explored the challenges encountered by public elementary school teachers in managing inclusive classrooms in District I, Luna, La Union, as a basis for developing proposed classroom management strategies. Using a qualitative research design grounded in Interpretive Description, the study examined teachers’ experiences, coping practices, fears and concerns, realizations, and recommendations related to inclusive classroom management. Public elementary school teachers with experience in managing learners with diverse abilities, learning needs, behaviors, and participation levels were purposively selected as participants. Data were collected using a researcher-made structured open-ended questionnaire and were analyzed through familiarization, identification of significant statements, initial coding, categorization, comparative analysis, theme development, interpretive synthesis, and member checking. Five major themes emerged from the analysis. The first theme, Navigating Diversity Amid Limited Support, highlighted challenges involving diverse learner needs, inadequate training, limited resources, large class sizes, time constraints, and curriculum demands. The second, Adapting Instruction and Building Collaborative Support, reflected teachers’ use of differentiated instruction, predictable routines, positive discipline, peer support, collaboration, and professional development. The third, Apprehension in Meeting Diverse Learner Needs and Maintaining Inclusive Classroom Safety, revealed concerns regarding learner support, behavior management, safety, exclusion, and balancing individualized and whole-class needs. The fourth, Deepening Understanding and Commitment to Inclusive Education, demonstrated realizations concerning learner diversity, flexibility, empathy, shared responsibility, and professional growth. The fifth, Strengthening Institutional Capacity and Support for Inclusive Education, emphasized continuous training, adequate resources, specialized personnel, manageable workloads, and school–family collaboration. The findings indicated that effective inclusive classroom management required responsive instructional practices, collaborative support, and strengthened institutional capacity. Based on these findings, proposed classroom management strategies were developed to promote inclusive, responsive, and supportive classroom practices.