Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 1 (2025)

Voices Unheard: Exploring Teachers' Perspectives on the Lack of Training for Supporting Students with Special Needs

Earlie Theresa Pangan | Rimbert John Degaynon | Christine Gay Araneta | Hyacinth Belches | Hazel Jade Huliganga

Discipline: Teacher Training

 

Abstract:

This qualitative study examined the lived experiences and perceptions of six Filipino public school teachers concerning the lack of training in supporting students with special needs in inclusive classrooms. The study was guided by Lev Vygotsky’s sociocultural theory, particularly the concept of the Zone of Proximal Development, to frame how teachers, like learners, require guided support to develop competencies for inclusive teaching. Using a descriptive-phenomenological design, data were collected through in-depth interviews and analyzed thematically to identify emerging patterns. The analysis revealed that most participants felt unprepared for inclusive education due to limited, overly theoretical, or non-contextual training. In response, teachers relied on peer collaboration, experiential learning, and self-initiated strategies to compensate for the training gaps. Emotional readiness emerged as a crucial yet often overlooked aspect of teacher preparedness, with many participants describing feelings of stress, frustration, and burnout. Nevertheless, their commitment to inclusive education remained strong, grounded in a sense of moral responsibility to serve all learners. The study highlighted the pressing need for practical, contextspecific professional development and institutional structures that promote both continuous learning and emotional support for educators. It recommends integrating inclusive practices into pre-service training, encouraging collaborative learning communities, and addressing the socio-emotional well-being of teachers. The findings contribute to the improvement of policy and program development aimed at advancing inclusive education in the Philippine context



References:

  1. Abasolo, M. C. (2023). Preparedness of Regular Teachers in the Implementation of Inclusive Education in the Philippines: A Meta-synthesis. International Journal of Research in Engineering and Science (IJRES), 11(3), 259-266.
  2. Acenas, M. A., & Dalonos, M. R. (2020). Enhancing inclusive education through teacher training: A pilot study in the Philippines. Asia Pacific Journal of Education, 40(2), 123–136. https://doi.org/10.1080/02188791.2020.1769732
  3. Ainscow, M. (2020). Promoting equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729586
  4. Al Rashidi, O., & Alajmi, R. (2021). Inclusive education in Kuwait: Teachers’ perceptions and practices. International Journal of Special Education, 36(1), 1–14. https://www.internationaljournalofspecialeducation.com
  5. Alido, R., Bautista, T., & Dizon, G. (2023). Teachers’ preparedness for inclusive education in the Philippines: A qualitative analysis. Philippine Journal of Teacher Education, 29(1), 45-60.
  6. Allday, R. A., Neilsen-Gatti, S., & Hudson, T. M. (2013). Preparation for inclusion in teacher education pre-service curricula. Teacher Education and Special Education, 36(4), 298–311. https://doi.org/10.1177/0888406413497485
  7. Alvarez, M., & Banaag, R. (2022). Teacher training and inclusive education in rural Philippine schools. Journal of Educational Research, 34(2), 158-174.
  8. Antonio, C. (2023). Professional development gaps in inclusive education: A Philippine context. Education Policy Review, 18(3), 222-239.
  9. Avramidis, E., & Kalyva, E. (2018). The inclusion of students with disabilities in regular education classrooms: A review of the literature. European Journal of Special Needs Education, 33(1), 5-20. https://doi.org/10.1080/08856257.2017.1348351
  10. Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
  11. Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475
  12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Goleman, D. (1995). Emotional intelligence. Bantam Books.
  13. Brown, K., & Nguyen, M. (2023). Teacher resilience in inclusive education: Navigating emotional challenges in diverse classrooms. International Journal of Inclusive Education, 25(5), 473-488. https://doi.org/10.1080/13603116.2021.1923725
  14. Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032
  15. Cabalquinto, E. R., & Santos, M. A. (2021). Teacher burnout and emotional stress in inclusive classrooms: A Philippine perspective. Journal of Southeast Asian Education, 22(3), 201–215. https://doi.org/10.1016/j.jseae.2021.07.005
  16. Clark, H., & Wilson, K. (2024). Emotional strain and teacher well-being in inclusive classrooms: A global perspective. Teaching and Teacher Education, 96, 103120. https://doi.org/10.1016/j.tate.2020.103120
  17. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  18. Dizon, G. (2019). Challenges and opportunities for inclusive education in the Philippines. Philippine Educational Journal, 28(3), 90-104.
  19. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
  20. Forlin, C., & Sin, L. (2017). Inclusive education: Teaching strategies that work. Springer.
  21. Friend, M., & Cook, L. (2016). Interactions: Collaboration skills for school professionals (8th ed.). Pearson.
  22. Garcia, L., & Thompson, A. (2022). Building teacher confidence through collaborative practice in inclusive classrooms. Journal of Educational Collaboration, 15(4), 43-58. https://doi.org/10.1080/18345856.2021.1908724
  23. Ginja, T. G., & Chen, X. (2021). Conceptualising inclusive education: The role of teacher training and teachers’ attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education, 27(9), 1042–1055. https://doi.org/10.1080/13603116.2021.1879958 
  24. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
  25. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
  26. Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768
  27. Lopez, G., Smith, R., & Brown, T. (2022). Building emotional resilience in teachers: A framework for inclusive education. Journal of Teacher Development, 21(2), 121-136.
  28. Martinez, L., & Lopez, M. (2022). Effective inclusive practices: Training teachers for differentiated instruction. Journal of Special Education, 40(4), 112-125. https://doi.org/10.1037/spq0000281
  29. Masongsong, J. M., Lopres, J. R., Aguirre, M. M., Lopres, G. M., Enriquez, D. M., Bautista, F. B., Niadas, G. Y., & Virtusio, J. D. T. (2023). Level of teachers’ training in inclusive education and their sense of efficacy. International Journal of Science and Management Studies, 6(5), 70–87. https://doi.org/10.51386/25815946/ijsms-v6i5p108  ((PDF) Level of Teachers’ Training in Inclusive Education and Their Sense of Efficacy)
  30. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
  31. Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
  32. Nguyen, H. T., Pham, T. T., & Nguyen, T. H. (2022). The impact of online teacher training on inclusive education in Vietnam: Challenges and opportunities. Asia Pacific Journal of Education, 42(1), 45–60.
  33. Nguyen, M., & Patel, D. (2020). Developing emotional intelligence in teachers for inclusive education: Insights from international perspectives. International Journal of Emotional Intelligence, 6(3), 21-35. https://doi.org/10.1037/eiq0000147
  34. Noddings, N. (2013). Caring: A relational approach to ethics and moral education (2nd ed.). University of California Press.
  35. Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of Nursing Scholarship, 33(1), 93–96. https://doi.org/10.1111/j.1547-5069.2001.00093.x
  36. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
  37. Pantić, N., & Florian, L. (2020). Teacher education for inclusion: A critical review. Teaching and Teacher Education, 92, 103–112. https://doi.org/10.1016/j.tate.2020.103054
  38. Patel, R., & Green, E. (2020). Stress and emotional resilience in inclusive education: A global overview. Journal of Educational Psychology, 35(6), 457-469. https://doi.org/10.1037/edu0000452
  39. Peregil-Lubaton, M. S. (2024). Inclusive education in the Philippines: Teachers’ knowledge and practices. Asian Journal of Inclusive Education, 12(1), 45–58. https://ajiebd.net/the-status-of-inclusive-education-in-the-philippines-an-examination-of-teacher-perceptions-and-knowledge/ 
  40. Reyes, A., & Santos, J. (2021). Teacher preparation and challenges in inclusive education in the Philippines. Philippine Educational Research Journal, 32(1), 75-92.
  41. Sharma, U., Forlin, C., & Loreman, T. (2020). A review of the research on teacher preparation for inclusive education. International Journal of Inclusive Education, 24(5), 489-505. https://doi.org/10.1080/13603116.2019.1678457
  42. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
  43. Smith, R., & Brown, K. (2021). Social and emotional learning for teachers: Promoting resilience in inclusive education. International Journal of Inclusive Education, 23(6), 610-624. https://doi.org/10.1080/13603116.2020.1780350
  44. Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. Center for PBIS & Center for Positive Behavioral Interventions and Supports. https://www.pbis.org/resource/positive-behavioral-interventions-and-supports-history-defining-features-and-misconceptions
  45. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
  46. Triviño-Amigo, M., García-Sánchez, J. N., & Rodríguez-Gómez, G. (2022). Teachers’ perceptions of inclusive education in Spain: A study of pre-service teacher education. European Journal of Special Needs Education, 37(2), 275–289. https://doi.org/10.1080/08856257.2021.1888382
  47. UNESCO. (2017). A guide for ensuring inclusion and equity in education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000248254
  48. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  49. Wang, Y., Lee, T., & Xu, J. (2021). Collaborative practices in inclusive classrooms: Enhancing teacher preparedness and student outcomes. Journal of Educational Collaboration, 14(1), 29-41. https://doi.org/10.1080/18345856.2020.1825426
  50. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic