Silent Witnesses: Master Teachers’ Lived Experiences In Assessing Inclusion During Classroom Observations

Inclusive education, mandated globally and in the Philippines through Republic Act No. 11650, continues to pose challenges in classroom observation, where master teachers often rely on subjective judgment due to the absence of clear frameworks. This study aimed to explore the lived experiences of master teachers in assessing inclusion during classroom observations, focusing on how identity, prior encounters, and classroom signals shape their professional self‑understanding. Anchored on Karl Weick’s Sensemaking Theory, a qualitative phenomenological design was employed to capture the essence of these experiences. Data were gathered through four focus group discussions involving twelve master teachers from the Division of Sarangani, with semi‑structured interviews eliciting reflections on role‑shaped perceptions, reliance on prior experiences, and attention to classroom signals. Thematic analysis revealed that lived experiences strongly define professional identity, with inclusion perceived as authentic interaction rooted in values of equity, respect, and compassion rather than compliance with rubrics. Teachers attended to signals such as learner participation, emotional safety, differentiated instruction, and respectful communication, while prior encounters with diverse learners sharpened sensitivity to exclusion and fostered empathy, fairness, and resilience. Findings emphasized that inclusion is understood as progress rather than perfection, sustained through reflection and adaptation. The study concludes that master teachers’ lived experiences are indispensable in shaping meaningful assessments of inclusion, underscoring the need for context‑responsive observation frameworks, mentoring practices, and support systems to bridge the gap between policy aspirations and classroom realities, thereby ensuring that inclusive education is both authentic and sustainable.