Authors : Kristela Jane C. Darunday

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/y6kpuv33

Scribd : https://tinyurl.com/y4jfxupx

DOI : https://doi.org/10.38124/ijisrt/26jun092

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 study explored the classroom realities faced by Key Stage 1 teachers when handling learners with behavioral problems in inclusive classrooms within the Compostela East District. Specifically, it examined the teachers’ experiences, coping strategies, and insights for improving the management of learners with behavioral challenges in inclusive educational settings. Anchored in Inclusive Pedagogy Theory by Florian and Black-Hawkins (2011) and Social Cognitive Theory by Bandura (1986), the study employed a descriptive phenomenological research design to understand the informants' lived experiences. Purposive sampling was used to select nine Key Stage 1 teachers from three different schools. Data were gathered through in-depth, semi-structured interviews and analyzed using thematic analysis with environmental triangulation to strengthen the trustworthiness of the findings. The findings revealed that teachers commonly experienced challenges in balancing instruction and behavior management, as well as emotional and physical exhaustion stemming from persistent behavioral disruptions. To cope with these challenges, teachers established structured, consistent classroom management practices and used emotional regulation and calming strategies. The study further highlighted the importance of strengthening proactive classroom structures and supporting teacher well-being and emotional resilience. It is recommended that schools and educational leaders provide continuous professional development, collaborative support systems, and wellness programs to better equip teachers in managing inclusive classrooms effectively.

Keywords : Classroom Realities, Phenomenological Narratives, Teachers Handling Learners with Behavioral Challenges, Inclusive Classrooms.

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