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Research Article

Exploring the lived experiences of teachers in collaboration to promote inclusive education

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Liane Mae A. Abarsoza , Letecia E. Eludo, PhD
Asian J. Gen. Appl. Stud., 2026, 1 (1), 80-99, DOI: https://doi.org/10.5281/zenodo.23865514, ISSN
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Abstract

This study explored the lived experiences of eight general education teachers in collaborating to promote inclusive education at Daniel Fajardo Elementary School in the Schools Division of Las Piñas City. It examined how teachers experienced collaboration with school administrators, colleagues, parents, and support personnel; the meanings they attached to these experiences; and the support they considered necessary for inclusive practice. A qualitative phenomenological design was employed. Data were generated through semi-structured interviews conducted in September 2026 and analyzed using Colaizzi’s seven-step phenomenological method. The analysis yielded eight major themes and 23 clusters: collaborative responsibility in supporting learners with special needs; professional growth through inclusive teaching experiences; supportive networks as foundations of inclusion; communication as a key element of effective collaboration; structural and resource challenges affecting collaboration; adaptive strategies in sustaining collaboration despite challenges; the need for structured collaboration systems and clear processes; and strengthening institutional support and professional capacity. Participants described collaboration as shared, relational, and continuing, but constrained by time, workload, resources, stakeholder availability, and access to specialists. They also identified the need for clear communication procedures, regular case conferences, shared documentation, professional development, and administrative support. These findings informed the proposed Synergetic Teacher Collaboration Plan for Promoting Inclusive Education. The plan is a proposed school-based output and has not been pilot-tested. The study concludes that sustained collaboration requires both teacher commitment and organizational conditions that enable coordinated support for learners.

Keywords: inclusive education; general education teachers; teacher collaboration; lived experiences; phenomenology; Colaizzi’s method

Keywords phenomenology lived experiences inclusive education teacher collaboration general education teachers
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The team behind this paper

2 authors.

This paper Liane Mae A. Abarsoza — corresponding author LA Liane Mae A. Abarsoza ✉ Letecia E. Eludo, PhD LP Letecia E. Eludo, PhD

2 of them have not recorded an affiliation.

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November 2026

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Letecia E. Eludo, PhD 0xF9e68f…f088ab 450,000 (45%)
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Bibliographic Information

Liane Mae A. Abarsoza, Letecia E. Eludo, PhD, (2026). Exploring the lived experiences of teachers in collaboration to promote inclusive education, Asian Journal of General and Applied Studies, 1(1): 80-99
Bibtex Citation
@article{liane_mae_a._abarsoza2026ajgas,
author = {Liane Mae A. Abarsoza and Letecia E. Eludo, PhD},
title = {Exploring the lived experiences of teachers in collaboration to promote inclusive education},
journal = {Asian Journal of General and Applied Studies},
year = {2026},
volume = {1},
number = {1},
pages = {80-99},
doi = {10.5281/zenodo.23865514},
url = {https://scimatic.org/show_manuscript/11204}
}
APA Citation
Abarsoza, L.M.A., PhD, L.E.E., (2026). Exploring the lived experiences of teachers in collaboration to promote inclusive education. Asian Journal of General and Applied Studies, 1(1), 80-99. https://doi.org/10.5281/zenodo.23865514

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