Lived Experiences of Teachers Handling Learners with Diverse Needs in The Island District of Schools Division of Samar

AUTHOR(S)

MA. SHERLYN M. QUIRINO ARIANNE DIMPLE C. ABIA

ABSTRACT

— This phenomenological study investigated the lived experiences of teachers in Samar Island, Philippines, who teach students with diverse needs within a resource-constrained context. Semi-structured interviews explored classroom management, instructional strategies, resource limitations, and the emotional impact of their work. The analysis revealed six significant themes. First, Severe resource limitations—unreliable electricity, insufficient materials, and limited resources—forced teachers to be remarkably resourceful, adapting lessons and creating their own teaching materials. Second, teachers effectively used individualized and differentiated instruction, including one-on-one sessions, visual aids, and hands-on activities, to address diverse learning styles and specific difficulties, mainly in reading and math. Third, despite these effective strategies, the limited resources significantly constrained their effectiveness. Fourth, Resource scarcity, managing diverse student needs, and insufficient support significantly negatively impacted teacher well-being, increasing stress and workload. Fifth, however, teachers demonstrated exceptional resilience and commitment to their students’ success. Finally, Strong teacher-student relationships built on trust and empathy, combined with teacher collaboration, were crucial for student success, especially given the lack of specialist support. A comprehensive intervention program is crucial, including enhanced professional development, substantial investment in resources and assistive technologies, a robust mentorship program, and infrastructure improvements (electricity and internet access). Addressing these systemic issues is paramount for equitable and effective education. Future research should assess the long-term impact of such interventions and investigate prevalent learning disabilities to better tailor support Keywords — Lived experiences of teachers, Diverse needs, Phenomenology, Classroom management, Emotional impact Readiness; HUMSS Students; Ex-post-Facto; Performance; Career Goal; Potential Challenges