Abstract
Inclusive education remained a central goal of educational systems globally, yet its implementation posed considerable challenges, particularly in developing contexts. This study explored the lived experiences of general education teachers in implementing inclusive education in a receiving school in the Mati City Division, Davao Oriental, Philippines. Grounded in Contingency Theory and employing a qualitative phenomenological research design, the study aimed to understand how teachers navigated the problems and issues of inclusive education. Data were gathered through semi-structured interviews and focus group discussions with nine purposively selected general education teachers. The researcher used Colaizzi’s (1978) seven-step method guided the data analysis, allowing for the identification of essential themes and a rich interpretation of participants’ experiences. Findings revealed two major thematic areas: challenges in the external and internal environments of the school. External challenges included lack of funding and equipment, social stigma, limited instructional materials, uncooperative parents, and parental misconceptions. Internal challenges comprised time constraints, insufficient teacher training, student behavior issues, subject-specific difficulties, and the absence of Special Education (SPED) teachers. Participants emphasized the need for targeted interventions, such as continuous advocacy for SPED teacher deployment, strengthened parent-teacher collaboration, the establishment of inclusive education programs, and the creation of individualized learning plans. This study underscored the pressing need for systemic and localized support to make inclusive education more feasible and effective. By highlighting the real-world struggles and proactive insights of teachers, the findings contributed to policy development and practical strategies for inclusive education in similar contexts.
