Behavior Management in Inclusive Educational Setting: The Filipino English Teachers’ Lived Experiences In Taiwan

This phenomenological study explores the lived experiences of 15 Filipino English Teachers (FETs) managing classroom behavior in Taiwan’s inclusive educational settings. Data were gathered through semi-structured interviews and analyzed using Patton’s and Seidman’s frameworks, with trustworthiness maintained through member checking, peer debriefing, and reflexive journaling. Findings identified four primary domains: experiences, challenges, strategies, and opportunities. Key themes emphasized co-teacher collaboration, cultural sensitivity, and classroom flexibility, while major obstacles included language barriers and insufficient institutional support. To navigate these, FETs employed culturally responsive teaching and relationship building. The study underscores the necessity of cultural adaptability and systemic support in fostering effective behavior management within Taiwan’s diverse inclusive classrooms.