LIVED EXPERIENCES OF NEWLY HIRED SENIOR HIGH SCHOOL ENGLISH TEACHERS TEACHING SPECIAL NEEDS EDUCATION LEARNERS IN MAINSTREAM CLASSES

This qualitative phenomenological study explored the lived experiences of newly hired Senior High School English teachers in fostering professional growth within inclusive mainstream classrooms. It aimed to examine their experiences, coping mechanisms, and insights in teaching learners with special needs (SNED). Fourteen teachers from private and public schools were selected through purposive sampling; seven participated in in-depth interviews and seven in focus group discussions to ensure rich and comprehensive data. Thematic analysis was employed to systematically interpret the data. Findings revealed that teachers’ experiences centered on developing professional identity and commitment while facing academic and behavioral challenges, emotional burden, role conflict, and insufficient preparation for inclusive teaching. They also encountered difficulties in adjusting instruction, materials, and assessment, alongside institutional and resource constraints. Despite these challenges, teachers demonstrated resilience and adaptability through collaborative support, differentiated instruction, inclusive assessment practices, and effective classroom management strategies. Their coping mechanisms included fostering peer support, ensuring equity and inclusion, regulating emotional responses, and actively seeking institutional assistance. Moreover, teachers emphasized the importance of empathy, strong teacher-parent collaboration, continuous professional development, and strategic instructional adaptation to meet diverse learner needs. The study highlights the need for strengthened training, adequate resources, and sustained support systems to enhance inclusive education practices. These findings contribute to a deeper understanding of SNED integration in mainstream classrooms and provide valuable implications for teachers, school administrators, policymakers, and future researchers in improving inclusive and equitable education.