Abstract
This qualitative study explored the Challenges and Coping Mechanisms of Mathematics Teachers Handling Inclusive Classrooms in Ozamis City. It aimed to identify the specific difficulties faced by intermediate-grade mathematics teachers and the strategies they use to address them. The research focused on two main questions: (1) What challenges do mathematics teachers encounter in managing inclusive classrooms? Moreover, (2) What coping strategies do they use? Employing a descriptive, narrative exploratory design, data were collected through key informant interviews with eight purposively selected teachers from Ozamis City National High School for the 2024-2025 school year. A validated interview guide facilitated detailed responses, which were transcribed and thematically analyzed following Safary Wa Mbleka’s (2017) qualitative framework. The findings revealed four primary challenges: implementing differentiated instruction, resource limitations, classroom management, and the need for targeted professional development. Teachers reported difficulties in modifying curricula, managing diverse learning needs, dealing with insufficient resources, and staying current with inclusive teaching strategies. To cope, teachers used mechanisms such as collaborative planning, resourcefulness with low-cost materials, technology integration, and self-directed professional development. The discussion emphasized the importance of ongoing training, resource allocation, and collaborative support systems in enhancing inclusive mathematics instruction. Ultimately, the study highlights teachers’ resilience and proactive strategies, underscoring the need for systemic initiatives to improve the quality of inclusive education. The results suggest that fostering a supportive professional community and providing accessible, practical training are vital for empowering teachers to effectively meet diverse learners’ needs, thereby promoting equitable and meaningful mathematics learning experiences.
