Joys of Special Education Teachers in Self-Contained Classrooms

AUTHOR(S)

SHAHANI JOYCE GAZMIN LIBUNAO

ABSTRACT

——This study explored the joys and positive experiences of Special Education (SPED) teachers assigned in self-contained classrooms during the School Year 2025–2026. Specifically, the study aimed to identify the profile of the respondents, examine their positive teaching experiences in handling learners with special needs, and propose a program that may help sustain their emotional well-being, motivation, resilience, and professional fulfillment. The study was anchored on the Self-Determination Theory of Deci and Ryan (2000) and the Broaden-and-Build Theory of Positive Emotions by Fredrickson (2001), which emphasized the importance of motivation, meaningful relationships, and positive emotions in strengthening well-being and professional satisfaction. The study utilized a qualitative descriptive research design with a mixed-methods text mining approach. Purposive sampling was used in selecting five SPED teachers assigned in selfcontained classrooms. Data were gathered through semi-structured interviews and analyzed using thematic analysis, word frequency analysis, topic modeling, and Latent Semantic Indexing (LSI). The findings revealed that SPED teachers experience joy and fulfillment through adaptive teaching practices, learner progress, emotional connection with learners, and opportunities for personal and professional growth. Teachers emphasized the importance of differentiated instruction, visual supports, structured routines, experiential learning, and individualized strategies in promoting learner engagement and participation. Learner achievements, even small improvements in communication, behavior, and participation, served as major sources of emotional fulfillment, motivation, and purpose. Despite emotional, behavioral, and instructional challenges, teachers viewed these experiences as opportunities to strengthen their patience, resilience, flexibility, and commitment to the profession. Three major themes emerged from the study: (1) Instructional Strategies and Adaptation, (2) Learner Progress and Emotional Impact, and (3) Challenges, Motivation, and Teacher Growth. Based on the findings, the researcher proposed Project SUSTAIN (Supporting and Upholding SPED Teachers Through Adaptive and Inclusive Nurturing), a school-based intervention program designed to sustain the emotional wellness, resilience, motivation, and professional fulfillment of SPED teachers through instructional enhancement, emotional support, resilience-building activities, and collaborative professional support systems. Keywords: Special Education (SPED), Self-Contained Classrooms, Teacher Well-Being, Learner Progress, Positive Teaching Experiences, Emotional Resilience, Adaptive Instruction, Teacher Motivation, Professional Fulfillment, Inclusive Education.