Abstract
This study was conducted to investigate the lived experiences of teachers with disabilities (PWD) in public schools in South Cotabato, Philippines. Utilizing a qualitative, transcendental phenomenological design, the research gathered data through in-depth interviews with five (5) PWD teachers. The study explored their work-life experiences, focusing on challenges, opportunities, and recommendations to improve their professional roles. The findings revealed six significant themes: Joys and Rewards, which highlighted the fulfillment PWD teachers find in seeing their students succeed; Struggles and Challenges, which included physical limitations and emotional struggles like isolation; Hopes for the Future, centered on aspirations for inclusive policies and accessible school environments; Challenges in the Workplace, such as inadequate infrastructure and lack of support systems; Opportunities and Growth, which emphasized the adaptability and empathy developed through their unique experiences; and Recommendations for Support, focusing on the need for assistive technologies, improved accessibility, and systemic reforms at school, district, and national levels. The study concluded that while PWD teachers demonstrate resilience and dedication, systemic barriers hinder their work-life experience. Recommendations include infrastructure improvements, inclusive training programs, and enhanced policy implementation to foster a supportive and equitable educational environment for PWD teachers. By addressing these factors, the Department of Education (DepEd) can promote greater inclusivity and empower PWD teachers as valued contributors to the Philippine education system.
