Authors : Leanecar T. Bacolor

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/yzbhnryx

Scribd : https://tinyurl.com/49umeyah

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN700

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative phenomenological study examined the experiences, coping mechanisms, and educational insights gleaned by eight elementary school teachers in Tibungco District, Davao City as they broke down barriers of inclusion in modern classrooms. Themes of their experiences that were identified included feeling overwhelmed and unprepared, facing resistance from parents and colleagues, and feeling like they are not making a difference. Coping mechanisms employed were building a supportive classroom environment, seeking professional guidance, and advocating for policy changes. Educational insights included promoting a supportive learning environment, differentiated instruction and learning materials, and collaboration with support services and stakeholders. These findings highlight the interconnectedness of diverse skills in handling and breaking down inclusion barriers. Furthermore, exploring teachers' experiences not only contributes to a nuanced understanding of modern teaching demands but also provides valuable insights for both educators and educational institutions, potentially leading to improvements in classroom management and inclusive teaching strategies.

Keywords : Contemporary Classroom, Inclusion, Grade Four Teachers, Davao City, Philippines.

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