Abstract
Receiving teachers in inclusive education settings often face persistent challenges, including emotional strain, limited resources, and unclear expectations. This qualitative study explored how these teachers build and sustain resilience in the face of such adversity. Anchored in Zimmerman’s Resilience Theory, the study aimed to identify the internal assets and external resources that support receiving teachers’ ability to thrive despite professional and emotional risks.
Using a phenomenological design, in-depth semi-structured interviews were conducted with seven receiving teachers from Maragusan, Davao de Oro. Participants were purposely selected based on their direct experience with learners with special needs. Data were analyzed using Braun and Clarke thematic analysis framework to identify recurring patterns in their lived experiences. Findings revealed that receiving teachers demonstrated resilience through key internal assets such as optimism, patience, adaptability, and spiritual faith. They also benefited from crucial external resources, including collegial support, access to training and seminars, family involvement, and the provision of assistive tools. Notably, spiritual grounding and early assessment mechanisms were identified as essential supports for navigating complex educational demands. The study concluded that resilience among receiving teachers emerged from the dynamic interplay between personal strengths and contextual support. These findings underscore the need for systemic investments in professional development, collaborative school culture, and early intervention frameworks. By understanding and reinforcing the promotive factors that sustain resilience, stakeholders can better support teachers working in inclusive and under-resourced environments.
