Receiving Teachers’ Motivation Amid Job Demands and Available Resources in Inclusive Classrooms: A Phenomenological Inquiry

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{"abstract":"Teacher motivation is essential to the successful implementation of inclusive education; however, receiving teachers often encounter challenges that may affect their motivation and capacity to support learners with special educational needs. Guided by the Job Demands–Resources Theory, this study explored the lived experiences of receiving teachers regarding the job demands and available resources they encounter while teaching in inclusive classrooms. A phenomenological research design was employed to gain a deeper understanding of the participants' experiences. Seven receiving teachers from private schools in Davao City during the 2025–2026 school year were purposively selected based on their direct experience handling learners with special educational needs in regular classroom settings. Data were gathered through in-depth interviews using a validated semi-structured interview guide and were analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed three major themes: (1) receiving teachers faced significant job demands characterized by additional workload, emotional strain, limited preparation in special education, and the management of disruptive learner behaviors; (2) teachers relied on personal strengths and supportive relationships, including collegial assistance, family encouragement, resilience, and patience, as important resources for coping with these demands; and (3) participants strongly expressed the need for personal and professional growth through structured Special Education (SPED) training, mentoring, and institutional support. The study concludes that while receiving teachers demonstrate resilience and commitment to inclusive education, their motivation is challenged by substantial job demands and insufficient organizational support. Strengthening teacher preparation programs, providing continuous professional development, and enhancing school support systems are recommended to improve teacher motivation and sustain effective inclusive educational practices.","abstract_source":"original","authors":["Apple Grace Cuevas","Edroslyn Fernandez"],"date":"2026-06-19","doi":"10.70838/pemj.580307","id":8166,"issue":3,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"0f951fee92fcb7a57e352b8a2dbe2f932ed96b7f1791e00206974cf5b9b833f6","schema":"scimatic-article/1","title":"Receiving Teachers’ Motivation Amid Job Demands and Available Resources in Inclusive Classrooms: A Phenomenological Inquiry","volume":58}

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