Embracing Diversity: Lived Experiences of Beginning Elementary Teachers in Supporting Learners with Emerging Needs
Art Ben Silatan, Josephine Baguio
Received: 21 December 2025; Revised: 01 February 2026; Accepted: 10 February 2026; Published: 13 February 2026
DOI: https://doi.org/10.66074/P0O9I8U7Y
Abstract
This phenomenological study explored the lived experiences of beginning public elementary school teachers in supporting learners with emerging needs in Tarragona Central District, Division of Davao Oriental. Eleven participants were interviewed in depth, and their narratives were analyzed through reflexive thematic analysis. Findings revealed that participants navigated a complex landscape of challenges, particularly concerning instructional adaptation, heavy workloads, and relational and emotional dynamics. To navigate these hurdles, the teachers employed adaptive coping mechanisms, relying heavily on differentiated instruction, the integration of supplementary materials, and strategies designed to empower and engage students. Through these experiences, the educators developed profound professional insights centered on the importance of continuously monitoring student progress, fostering holistic growth, and engaging in reflective teaching practices. Ultimately, beginning teachers described inclusive classroom work as demanding yet inherently meaningful, requiring flexibility, sustained effort, and relationship-centered support. These findings offer practical implications for school administrators and policymakers to strengthen professional development, resource provision, and targeted support for inclusive elementary classrooms.
Keywords: beginning teachers, inclusive education, learners with emerging needs, phenomenology, public elementary schools
Volume 2, Issue 1, March 2026