Experiences of English Teachers Handling Mainstreamed Students in Secondary Schools in Davao Del Norte: A Multiple Case Study

Abstract

The purpose of this research was to identify the lived experiences of English teachers dealing with mainstreamed students in secondary schools in Davao del Norte, Philippines, and how they cope. While there have been reforms in inclusive education, local studies specifically about English teachers in this area are few. Covering this gap in research, the study investigates how teachers manage the requirements of inclusive teaching and catering to diverse learners in regular classrooms. Using a qualitative multiple case study approach, the research recruited three purposively chosen participants—a newbie, a master, and an expert teacher—stages of professional practice. In-depth interviewing, thematic coding, and cross-case analysis were employed to enact the richness of instructional approaches, challenges, and reflective thoughts in inclusive education environments. The results demonstrated that educating mainstreamed students entails ongoing instructional accommodations, differentiated instruction, and high teacher self-efficacy. It involved the use of coping strategies, including remedial instruction, flexible delivery of lessons, multimodal learning supports, and collaborative planning. The research underscored the pivotal importance of administrative support, peer support, and continuous professional development in enhancing inclusive practices. Theoretical integration pinpointed how Bandura's teacher self-efficacy, Vygotsky's social constructivism, and Mezirow's transformative learning theory influenced teachers' resilience and instructional decisions. In spite of its limited sample size, the research offers insightful information on grassroots realities of inclusive English teaching in a Philippine setting. It suggests specific interventions like systematic training on Universal Design for Learning (UDL), co-teaching frameworks, and sustainable resource provisioning to enhance inclusive classroom implementation. Future studies must embrace mixed-methods approaches to incorporate the voice of the student and evaluate the large-scale effect of teacher strategies on learning outcomes