A Qualitative Study in Special Education Teachers’ Motivation, Challenges, & Coping

Mechanisms.

Bacani, Joshua Jhude B.

Ferrer, Crizza Jullianne B.

Apeta, Hannah Kathleen L.

Parazo, Irra Mae R.

School of Humanities

Universidad de Dagupan

Arellano Street, Dagupan City

Bachelor of Science in Psychology

May 2024

Chapter 1

INTRODUCTION
Background of the study

A special education teacher has many challenges inside and outside the classroom. Special

Education (SPED) teachers play in the academic and personal development of students with

special needs. Watson (2019) defines special education as a place to ensure that all students'

educational needs are met. It means that there are additional services, support systems, programs,

specialized placements, or environments that are provided when it is necessary and at no cost to

the parents. Special education is a customized learning plan made to meet the specific needs of

disabled children. To make sure that all students have a fair chance to learn and achieve, it

includes a range of teaching methods, educational services, and school settings (Ojeda &

Carugno, 2022).

Special Education Teachers who handle children with physical disabilities,

neurodevelopmental disorders, behavioral issues, or learning challenges are referred to as

"children with special needs" and need special help and solutions to reach their full potential.

According to Blain (2022), Special education students are either clinically diagnosed or

undiagnosed with Neurodevelopmental Disorders. In addition to neurodevelopmental issues,

people in special education classes may also focus on physical disabilities such as birth

deformities, amputations, brain injuries, etc. Therefore, working with pupils who have a range of

special needs and impairments presents challenges for special education teachers. According to

the law, special education students have equal opportunities as general education students.

Republic Act No. 11650, March 11, 2022 - Inclusion Policy for Learners with Disabilities, seeks

to protect and promote the right of all citizens to quality education and make such education

accessible to all. It recognizes, protects, and promotes the rights of learners with disabilities to

education based on equal opportunity.

 Special education teachers' main responsibility is to help kids with disabilities overcome

learning obstacles and succeed academically, socially, and emotionally by offering personalized

teaching and support. To achieve each student's specific learning objectives, special education

teachers evaluate each student's needs, create individualized education plans, and put into

practice efficient teaching techniques and accommodations (CareerExplorer, 2023). Special

education teachers not only provide academic instruction but also help create a welcoming and

inclusive learning environment for their students. They work collaboratively with parents,

support staff, administrators, and other educators to develop Individualized Education Programs

(IEPs) and make sure that children with disabilities get the tools, resources, and accommodations

they need to succeed in the classroom.

According to Suri (2023), the intrinsic and extrinsic motivation of Special Education

Teachers have the two types of motivation that could impact students' learning and academic

achievement. The internal drive and desire to participate in an activity or learn something new

because it is intriguing, pleasurable, or fulfilling in and of itself is known as intrinsic motivation.

The source of intrinsic motivation is internal to the person and is unaffected by outside variables

like incentives or penalties. SPED teachers that possess intrinsic motivation are more likely to be

actively involved in their education, persevere through difficulties, and be able to retain and

apply the knowledge they have acquired.

On the other hand, extrinsic motivation describes the outside incentives or outcomes that

affect conduct. Extrinsic incentive can be constructive, like getting praise or a reward for

finishing a task or reaching a goal, or destructive, like getting in trouble or criticism for not

living up to expectations. While extrinsic incentive may work well in the short term to persuade

students to finish assignments or behave a certain way, it may not result in long-term deep
learning or sustained engagement. The teachers of special education are frequently driven by a

natural desire to positively influence the lives of their students or intrinsic motivators. Seeing

their pupils overcome obstacles, reach milestones, and pick up new abilities gives them a sense

of fulfillment. For many special education teachers, the intrinsic satisfaction of knowing they are

improving the lives of their children serves as a strong source of motivation. In addition, SPED

teachers are important sources of motivation because they can offer material incentives like pay,

benefits, and acknowledgement from administrators and peers. Other significant extrinsic

motivators include possibilities for professional growth, community and parental support, and a

positive work environment. Additionally, SPED teachers' motivation and morale can be raised

by feeling that their job is acknowledged and appreciated.

Stress can be a big factor for special education teachers. Sultana (2023), one of the

factors is heavy workloads — they prepare lesson plans, assignments, tests, and keeping precise

records of student progress are other considerations. Another factor is the pressure to achieve

academic standards is a contributing cause to teacher stress. However, managing special

education children is a major factor. An inability to successfully manage a classroom due to

overload can result in issues with discipline and a breakdown of the teacher-student bond.

Special needs teachers can use a variety of coping strategies to reduce school-related stress.

According to Waltz (2016), stressors cannot be removed from the teaching environment, so

teachers must learn strategies and techniques for managing them while maintaining teaching and

personal effectiveness. SPED teachers may use problem-focused coping strategies, such as

adapting teaching methods or seeking additional resources, to address specific classroom

challenges. They may also use emotion-focused coping strategies, such as seeking social support

or practicing self-care, to deal with the emotional toll of their jobs. Furthermore, the theory
emphasizes the dynamic nature of stress and coping, with SPED teachers constantly evaluating

and adapting their responses to stressful situations (Lazarus & Folkman, 1987).

The Special Education Teachers give more effort and time to ensuring students with

disabilities receive the necessary services, accommodations, and modifications to succeed.

Research by Zhan and Sun (2017), highlights the multifaceted nature of SPED teachers' roles,

encompassing not only instructional duties but also advocacy, collaboration, and support for

students with diverse needs. SPED teachers play a pivotal role in implementing these innovations

within their classrooms and adapting instructional strategies to meet the unique needs of each

student (Hume et. al., 2016). The need for SPED instructors is growing, and in order to maintain

the viability and efficacy of special education programs, it is critical to comprehend the variables

affecting teacher compensation.

The setting for this investigation is Dagupan City's West Central Elementary School 1.

This elementary school is the only public school that offers special education. We came to West

Central Elementary School 1 and we found out that they have less than ten (10) SPED teachers.

By gaining insights into the challenges and triumphs faced by SPED teachers the policymakers,

educators, and government institutions can develop more effective support systems and

interventions to enhance the quality of special education teachers. In conclusion, this qualitative

study seeks to shed light on the motivation, challenges, and coping mechanisms of SPED

teachers, offering an understanding of their professional journey within the context of inclusive

education. Through in-depth interviews and thematic analysis, this study aims to capture the

voices and perspectives of SPED teachers, providing valuable insights for improving special

education practices, and support from the government.

Theoretical Framework

Self-Determination Theory

This study provides the theoretical basis for understanding the nature of SPED teachers'

motivation including intrinsic and extrinsic factors. This also allows researchers to have deeper

knowledge of the human motivation and optimal functioning that a person can possess.

The theory originated from the motivational study that was conducted in the 1970's and

1980’s by the researchers Edward L. Deci and Richard M. Ryan. Developed and broadened since

then, Deci and Ryan’s book from 1985 serves as the foundation for the idea. Self-determination

theory is closely related to the SPED teachers' lived experiences. The two main types of

motivation are intrinsic and extrinsic motivation, these are the foundation in shaping who we are

and how we behave (Deci & Ryan, 2008).

According to the Theory of Motivation Deci and Ryan (1985), extrinsic motivation is a

drive to act in a certain way because of the outside influences and expectation of the outside

benefits or external rewards. These include grading systems, employee evaluations, awards and

accolades and most importantly the respect and admiration of others. On the other hand, intrinsic

motivation comes from within. These internal drives are what motivates an individual to behave

in a certain way including core values, interests and personal sense of morality.

Self-Determination Theory plays a role for explaining the intrinsic and extrinsic motivation

which are highly influential for determinants of both drive to meet the three basic needs

identified by the STD model: Competence (the need to be effective in dealing with
environment), Autonomy (the need to control the course of their lives), and Relatedness (need to

have a close, affectionate relationship with others) (Deci & Ryan, 2008).

In summary, the principles of Self-Determination Theory provide a theoretical basis for

understanding the intrinsic and extrinsic motivation of SPED teachers' motivation, challenges,

and coping mechanisms. By fostering autonomy, competence, and relatedness in their work

environments, educational institutions can promote the intrinsic motivation and extrinsic

motivation of SPED teachers.

Stress and Coping Theory

The pioneers of coping theory, Lazarus and Folkman (1984), described coping as:

continuously shifting behavioral and cognitive efforts to handle certain internal and external

demands that are judged to be burdensome or beyond an individual's capacity.

Coping mechanisms are strategies that a person can use to deal with everyday stress

and burn out, these coping responses can be positive or negative. Emotion-focused, problem-

focused, adaptive or maladaptive. Each individual copes differently, no two people would handle

a situation similarly. Even the same individual can use completely different coping strategies to

adapt to similar stressors at various stages of their lives. The mental health studies on coping

have revealed a strong neurobiological link between stress and adjustment. Numerous studies

and literary reviews have proven that the stress-reduction techniques and strategies which an

individual uses helps in restoring functions at the molecular levels in the body (Scheier &

Carver, 1985).
 Lazarus and Folkman's stress and coping theory provides a lens through which to

understand the lived experiences of SPED teachers. These educators often face unique stressors

due to the complexities of meeting the diverse needs of students with disabilities.

According to Lazarus and Folkman (1984), stress arises from the interaction between

individuals and their environment, where perceived demands exceed available resources for

coping. SPED teachers encounter various stressors such as high workload, challenging

behaviors, administrative pressures, and emotional strain associated with supporting students

with special needs. Stress and coping theory emphasizes the significance of coping strategies in

managing stress. SPED teachers may utilize problem-focused coping, such as adapting teaching

methods or seeking additional resources, to address specific challenges in the classroom. They

may also employ emotion-focused coping strategies, like seeking social support or practicing

self-care, to manage the emotional toll of their work. Additionally, the theory underscores the

dynamic nature of stress and coping, as SPED teachers continuously evaluate and adjust their

responses to stressful situations.

Behavioral techniques such as emotion-focused coping or passive coping techniques or

mental disengagement from taxing or difficult psychological situations conditions meant to

lessen social, psychological, or physiological damage. Using passive coping techniques like

running away, denying, or ignoring the pressures, which can be compared (Krohne HW, 1993).

An emotion-focused coping strategy, such as wishful thinking, distancing, or stressing the

positive, is more likely to be adopted if the person feels helpless or does not think they can

overcome the difficulty (Lazarus & Folkman, 1987).

 Active coping strategies or problem-focused coping are either behavioral or Psychological

strategies that aim to alter the stressor's characteristics or one's perspective on it are seen to be

more effective in managing stress (Krohne HW, 1993). A person will usually use a problem-

focused coping technique if they have the means to handle the difficulties. It is hypothesized and

empirically demonstrated that an individual's coping methods are influenced by their secondary

evaluation (Lazarus & Folkman (1987).

Self-Determination Theory provides a comprehensive framework for understanding the

intrinsic and extrinsic motivations that drive special education teachers. Recognizing the pivotal

role of autonomy, competence, and relatedness, educational institutions can cultivate

environments fostering both forms of motivation.

Similarly, Lazarus and Folkman's stress and coping theory offer invaluable insights into

the challenges and coping mechanisms of SPED teachers, highlighting the interaction between

environmental stressors and coping strategies. By acknowledging the unique challenges faced by

SPED educators and the diverse array of coping mechanisms, this theory provides a lens through

which to understand and support their efforts in managing stress and promoting resilience in their

professional endeavors.

Both theories offer a valuable insight in understanding the SPED teachers' challenges,

motivations and responses to stress. By integrating these frameworks, educators and

policymakers can better understand and support the needs of SPED teachers, fostering

environments that promote motivation, resilience, and well-being in their vital work with

students with special needs.

Conceptual Framework

Figure 1. This shows how the conceptual framework that resulted from the research was created.

To examine qualitative data, the researchers will use a mind-map. This will demonstrate

how the study's generated themes and associated theory will relate to one another. This will be

the conceptual framework that the data will be used to construct. The codes that will be produced

from the data extract will be used by the researchers to determine themes and subthemes through

the application of thematic analysis.

 The framework effectively illustrates the relationships and influence among the various

factors. Motivations, both intrinsic and extrinsic, are influenced by a range of factors and, in turn,

affect teachers. The challenges faced by special education teachers arise from several key issues,

and their coping mechanisms are categorized into emotion-focused and problem-focused

strategies. This conceptual framework highlights the variety of factors that influence the lives of

special education teachers.

Statement of the Problem

To determine the Motivation, Challenges, and Coping Mechanisms of SPED Teachers in West

Central Elementary School of Handling Children with Special Needs, the following questions are

asked:

1. What are the intrinsic and extrinsic motivations of teachers in special

education?

a) Intrinsic Factors

b) Extrinsic Factors

2. What challenges do special educators face in the workplace?

3. What are the special education teachers' coping mechanisms?

a) Emotion-focused

b) Problem-focused
Significance of the study

To Education Community/SPED Teachers. Special Education Teachers have an

important role in the development of students with special needs. Through this research, they

may allot their time to guide, support, and build a safe space environment for the children with

special needs. They may be able to identify their strengths and weaknesses within themselves.

This study will provide valuable insights into the motivations and challenges faced by SPED

teachers, contributing to a deeper understanding of their professional experiences.

To the Students/Children with Special Needs. Through this study, children with special

needs are the highlight of special education teachers; they may be able to understand,

acknowledge, and embrace themselves despite their disabilities.

To the Institution. This is significant to the institution, particularly for Psychology

students, because it will offer them information about SPED teachers' experiences working with

children with special needs. The findings from this study will provide the institution with data-

driven insights to improve the support and resources available to SPED teachers. By

understanding the specific challenges these educators face, the institution can develop targeted

interventions to address issues such as workload, professional development, and emotional

support.

To the Parents/Guardians. Parents and guardians of children with special needs will

benefit from this study by gaining a better understanding of the challenges and motivations of

SPED teachers. This knowledge can foster stronger partnerships between families and educators,

leading to more effective communication and collaboration. By highlighting the importance of

teacher support and well-being, parents and guardians can advocate for better resources and

conditions for SPED teachers. This, in turn, can positively impact the quality of education and
support their children receive, ensuring they have the best possible opportunities for growth and

development.

To Mental Health Professionals. This study is significant to mental health professionals

and may be able to contribute to their knowledge and understanding of SPED teachers on

handling children with special needs. Mental health professionals can use the findings of this

study to develop better support programs for SPED teachers, addressing both their emotional and

professional needs. Understanding the specific stressors and coping mechanisms of SPED

teachers allows for the creation of targeted mental health interventions and resources. By

supporting SPED teachers' mental health, professionals can indirectly improve the educational

experiences and outcomes for students with special needs.

To the Government. This is significant for the government, it may help them to assist

and identify the needs of SPED teachers and special education pupils. The government can

utilize the insights from this study to inform policy-making and resource allocation for special

education programs. By understanding the motivations and challenges faced by SPED teachers,

policymakers can develop initiatives to attract and retain qualified educators in the field. The

study’s findings can also support the creation of comprehensive support systems that address the

professional and emotional needs of SPED teachers. Ultimately, this research can guide the

development of more effective and equitable special education policies, ensuring that both

teachers and students receive the necessary support to thrive.

Scope and Limitation

This study will be conducted in West Central Elementary School 1 in Dagupan City,

Pangasinan. The participants were limited to Special Education Teachers who had at least two
(2) years in the field. The focus of this study is to know the motivation, challenges, and coping

mechanisms of Special Education Teachers handling students with special needs.

Definition of Terms

Special Education Teachers: This refers to the group of participants that teaches Special

Education with at least 2 years experience.

Special Education: This refers to a type of learning which is exclusive to students with special

needs.

Children with Special Needs: This refers to a child who has emotionally, mentally, intellectual,

communication, developmental, and behavioral disabilities.

Motivation: Refers to the driving force behind the action or behavior of special education

teachers.

Challenges: Refers to the obstacles or difficulties that special education teachers encounter when

attempting to achieve a goal or solve a problem.

Coping mechanisms: This refers to the response of special education teachers to a certain or

stressful event.
 Chapter 2

REVIEW OF RELATED LITERATURE

Teaching students with Special Needs

Teachers are the primary agents for future leaders' values, knowledge, and skill

development. When teachers possess sufficient motivation, they may effectively carry out their

duties and responsibilities and eventually achieve positive outcomes. They have the potential to

create outstanding leaders now who will support the long-term sustainable growth of the nation.

Teachers' roles in the educational system will be strengthened by learning about their

experiences and challenges when working with children who have special needs. Teachers do

their utmost to meet the learning needs of their students, even in the face of challenges in

providing their best for students with special needs (Mercado,2023).

The findings of the study that was done at Division in Biñan City concluded that the

educational system as a whole should fully support special education teachers, from teachers’

lived experiences, the way they share stories of their own, and the way they explain their

experiences — particularly when it comes to working with students who have learning

disabilities. In an evolving educational environment, resilience and dedication have always been

necessary for teaching, especially for teaching children with special needs. One of the most

important elements in the growth of a passion for teaching is the dedication of educators to their

students. Dedicated teachers are the key factors that make great changes in students' lives

(Mercado, 2023).
Motivation and Dedication of SPED Teachers

SPED teachers chose this profession for a variety of reasons and motives, particularly

when it comes to educating special education students. They are familiar with the conditions

needed for working in this field. They took into account the opinions of their families, loved

ones, friends, and other education teachers. Smith and Johnson (2019) highlight the intrinsic

motivations behind SPED teachers' career choices, emphasizing a genuine passion for facilitating

student success. This passion often stems from personal experiences or a deep-seated

commitment to inclusivity and equity in education. Additionally, their research may indicate a

sense of fulfillment derived from making a positive impact on the lives of students with special

needs, underscoring the deeply rewarding nature of the profession. These insights reinforce the

notion that intrinsic motivation serves as a powerful driver for SPED teachers across different

cultural contexts, correlating with the first SOP by emphasizing the personal commitment and

dedication within the profession.

Santos et al. (2018) not only highlight intrinsic motivations but also delve into the

emotional connection SPED teachers often have with individuals with special needs. This

emotional bond fosters empathy and understanding, essential qualities in effectively supporting

students with diverse needs. Additionally, the personal experiences of SPED teachers serve as a

driving force and inform their teaching practices, leading to a more holistic approach to special

education. Moreover, this emotional connection can inspire a long-term commitment to the

profession, as SPED teachers find fulfillment in making a positive impact on their students' lives.

These insights underscore the deep-rooted dedication and empathy within the SPED teaching

profession, correlating with the first SOP by emphasizing the importance of personal connections

and intrinsic motivations in choosing to teach in special education (Santos et al. 2018).
SPED Teachers Intrinsic Motivation

According to the study of Horn et. al (2016), SPED teachers are frequently driven by an

innate desire to have a good impact on their students' lives. Their strong dedication to promoting

the academic and social success of students with special needs is the source of their drive.

Similarly, Smith and Ingersoll (2017) emphasized the intrinsic motivation of SPED

teachers in fostering a supportive and inclusive learning environment for their students. They

found that SPED teachers derive satisfaction from seeing their students overcome challenges and

achieve personal growth. According to Auletto et al (2020) the desire to positively impact

children's lives is one of the main motivations cited by special education instructors for entering

the field. The annual work schedule's convenience, prior experience working with kids and

young adults, and a desire to make a positive impact on society were among the most frequently

mentioned reasons people chose to become teachers. Salary, lack of other work options, and

moral obligation were the least often mentioned reasons.

Zhang and Zhao (2018) highlighted the role that autonomy plays in fostering intrinsic

motivation in special education teachers. The study revealed that SPED teachers value the

autonomy to tailor their teaching methods and interventions according to the individual needs of

their students. This sense of autonomy increases intrinsic motivation in SPED instructors by

giving them a stronger sense of ownership and interest in their job.

Wang and Guan (2020) investigated how passion influences SPED instructors' intrinsic

motivation. They discovered that intrinsic motivation in the workplace is more common among

SPED teachers who have a strong sense of passion for what they do. Their passion fuels their
dedication to overcome the challenges in the field of special education and improving outcomes

for students with special needs.

In conclusion, recent literature emphasizes the intrinsic motivations of SPED teachers,

highlights their dedication to making a difference in the lives of their students, the importance of

autonomy in fostering intrinsic motivation, and the role of passion in sustaining their

commitment to the field of special education.

SPED Teachers Extrinsic Motivation

Ryan and Deci (2017) highlighted the significance of extrinsic rewards such as salary,

benefits, and recognition in influencing the motivation of SPED teachers. The study revealed that

while intrinsic motivation plays a crucial role in SPED teachers' commitment to their work,

extrinsic rewards also contribute significantly to thei overall job satisfaction and retention.

Additionally, research conducted by Han and Weiss (2018) explored the role of

professional development opportunities in enhancing the extrinsic motivation of SPED teachers.

They found that SPED teachers value opportunities for ongoing training and skill development,

as these initiatives provide them with a sense of recognition and career advancement. Access to

these kinds of opportunities and professional development programs was associated with higher

levels of extrinsic motivation among SPED teachers.

Moreover, the study by Kim et al. (2020) investigated the influence of job security and

job stability on the extrinsic motivation of SPED teachers. The study revealed that SPED

teachers who perceive greater job security are more likely to feel motivated by external factors

such as salary and benefits. Their job stability was identified as a key predictor of extrinsic
motivation among SPED teachers, highlighting the importance of employment security in

retaining qualified professionals in the field of special education.

In summary, recent studies highlight the importance of extrinsic rewards, administrative

support, professional development opportunities, and job security in influencing the motivation

of SPED teachers, complementing their intrinsic motivations and contributing to their overall job

satisfaction and retention.

Challenges Faced by SPED Teachers

SPED teachers encounter unique obstacles that are not shared by all teachers. Not only

educate special education students, but I also support them. Dealing with these students requires

more energy, understanding, and patience. Brown et al. (2018) shed light on the persistent

challenges encountered by SPED teachers, such as inadequate support staff and resource

scarcity. Beyond these challenges, SPED teachers may also face issues related to inclusive

classroom practices, individualized education planning, and navigating complex legal

frameworks. Moreover, the emotional toll of supporting students with diverse needs amidst

systemic barriers can contribute to burnout and compassion fatigue. By recognizing these

challenges, stakeholders can work towards implementing systemic changes and providing better

support structures to enhance special education provision globally, directly correlating with the

second SOP by addressing common challenges faced by SPED teachers worldwide (Brown et al.

2018).

Another study done at San Fernando City SPED Integrated School, more than 400

students with special needs are handled by special education teachers. There are many

responsibilities associated with teaching special education. These responsibilities differ

according to the academic, social, and communication demands of the learner. In order to help

students with special needs succeed in any future challenges they encounter, a special education

teacher needs to provide academic guidance and support (Meier 2018).

Meier (2018) states that creating an individualized education plan for a child with special

needs involves collaborating with a team of experts, including psychologists, developmental

pediatricians, classroom instructors, therapists, and family members. In addition, as per Spiver

and Colon (2008), special education teachers possess specialized training to effectively work

with students who have behavioral, emotional, physical, or learning difficulties. Academic

performance is viewed by special education teachers as an essential indicator of a successful

teaching approach with students who have special needs (Sampaga, 2020).

SPED Teachers’ Coping Mechanisms

Waltz (2016) explains that stressors cannot be removed from the teaching environment,

which is why teachers should learn strategies and techniques to manage them and maintain

teaching and personal effectiveness.

According to the study conducted at the School for the Deaf and Blind in Pasay City,

Philippines investigating the relationship between the level of work-related stress and coping

mechanisms experienced by special education teachers implies that no matter the level of

work-related stress experienced by a teacher, it will not influence the coping mechanism they

employ whenever they experience stress in the workplace (Dotimas, 2022).

According to Chaudhary and Kumar (2021) the majority of teachers most frequently use

emotion focused coping alongside problem-focused coping. The findings regarding special

education teachers are quite interesting. True, intellectual disability is a developmental problem
in which the child exhibits cognitive and adjustment deficits. In such a condition, consistent

efforts are required and unquestionable commitment to the job.

The findings of the study on stressors and coping mechanisms among teachers of special

school of Meerut and Moradabad City indicated that majority of teachers use emotion-focused

coping mechanisms more often than other coping mechanisms, they include evaluating the pros

and cons of their profession, managing hostile feeling , and involving in physical and emotional

exercise to paint up emotions. Further, the problem-focused coping was used by them to come

out of stressors related to the school environment. The related coping included information

seeking for resolving issues related to intellectually disabled children. (Kumar et. al 2021)

Summary

Mercado (2023) stated that teachers play a crucial role in developing future leaders' values,

knowledge, and skills, and their motivation is crucial for achieving positive outcomes. They can

create outstanding leaders for sustainable nation growth — understanding their experiences with

special needs students strengthens their role in education. Dedication from educators is crucial

for the growth of a passion for teaching, as dedicated teachers significantly impact students'

lives. Smith and Johnson (2019) the intrinsic motivations behind SPED teachers’ career choices,

highlighting their genuine passion, fulfillment in positively impacting students with special

needs, and deeply rewarding nature of their profession. However, intrinsic motivations are not

only within self but also the emotional bond of SPED teachers to students with special needs

(Santos et al., 2018). Moreover, the drive of innate desire has a good impact on students' lives

(Horn et al., 2016). Smith and Ingersoll (2017) found that the importance of SPED teachers’

creating a supportive and inclusive learning environment emphasized their satisfaction in helping
students overcome challenges and achieve personal growth. In Auletto et al. (2020), the impact

of student’s lives is the main motivation by special education teachers for entering the field.

Teachers often choose to become teachers due to their convenience, prior experience working

with children and young adults, and desire to positively impact society, while salary, lack of

work options, and moral obligation are less common reasons. Zhang and Zhao (2018)

emphasized the role that autonomy plays in intrinsic motivation in SPED teachers, the results

reported that SPED teachers value the autonomy to foster the teaching methods and interventions

of individual needs of their students — it gives stronger sense of ownership and interest in their

job. In addition, Wang and Guan (2020) found that intrinsic motivation in the workplace is

prevalent among SPED teachers with a strong passion for special education, fueled by dedication

to overcome challenges and improve outcomes for students with special needs.

Ryan and Deci (2017) emphasized the importance of extrinsic rewards such as salary,

benefits, and recognition in boosting the motivation and job satisfaction of SPED teachers. In

addition, Han and Weiss (2018) reported that SPED teachers value ongoing training and skill

development opportunities, which provide recognition and career advancement, leading to higher

levels of extrinsic motivation. Moreover, Kim et al. (2020) found that job security and stability

significantly impact the extrinsic motivation of special education teachers, with job security

influencing motivation through external factors like salary and benefits.

A study by Brown et al. (2018), SPED teachers face unique challenges such as inadequate

support staff, resource scarcity, inclusive classroom practices, individualized education planning,

and complex legal frameworks. These teachers also face emotional tolls, burnout, and

compassion fatigue. Recognizing these challenges can help implement systemic changes and

provide better support structures to enhance special education provision globally. Another study
by Meier (2018) at San Fernando City SPED Integrated School, over 400 students with special

needs are taught by special education teachers, who handle academic, social, and communication

demands, providing academic guidance and support. An individualized education plan for a child

with special needs involves collaboration with a team of experts, including psychologists,

developmental pediatricians, classroom instructors, therapists, and family members. In addition,

Sampaga (2020) found that special education teachers consider academic performance as a

crucial indicator of a successful teaching approach for students with special needs.

Waltz (2016) emphasized the importance of teachers learning strategies and techniques to

manage stressors in the teaching environment and maintain their teaching and personal

effectiveness. A study of Dotimas (2022) at the School for the Deaf and Blind in Pasay City,

Philippines, found that work-related stress does not affect special education teachers' coping

mechanisms. In addition, Chaudhary and Kumar (2021) found that Teachers often use emotion-

focused and problem-focused coping strategies, particularly in special education, to manage

children with intellectual disabilities, requiring consistent effort and commitment. Furthermore,

Kumar et al. (2021) reported that teachers in Meerut and Moradabad City often use emotion-

focused coping mechanisms, such as evaluating their profession, managing hostile feelings, and

engaging in physical and emotional exercise, while problem-focused coping involves

information seeking for intellectually disabled children.

Synthesis

The literature contains topics related to teaching students with special needs, motivation

and dedication of SPED teachers, SPED teaches intrinsic and extrinsic motivation, challenges

faced by SPED teachers, and the coping mechanisms of SPED teachers. SPED teachers are
driven by various intrinsic and extrinsic motivations. Intrinsic motivations include a genuine

passion for helping students succeed, personal experiences, and a commitment to inclusivity and

equity (Smith & Johnson, 2019; Santos et al., 2018). SPED teachers encounter numerous

challenges, including inadequate support staff, resource scarcity, and the emotional toll of

supporting students with diverse needs (Brown et al., 2018). These challenges can lead to

burnout and compassion fatigue. Additionally, creating individualized education plans requires

collaboration with a team of experts, highlighting the multifaceted responsibilities of SPED

teachers (Meier, 2018; Spiver & Colon, 2008). SPED teachers employ various coping

mechanisms to manage the stressors associated with their roles. Both emotion-focused and

problem-focused strategies are commonly used. Emotion-focused coping involves managing

hostile feelings and engaging in physical and emotional exercises, while problem-focused coping

includes seeking information to resolve issues related to intellectually disabled children

(Chaudhary & Kumar, 2021; Kumar et al., 2021). Effective coping mechanisms are essential for

maintaining teaching effectiveness and personal well-being (Waltz, 2016; Dotimas, 2022).

However, there are few studies on SPED teachers' motivation, challenges, and coping

mechanisms when dealing with students with special needs. Studies should be conducted with

SPED teachers not just general teachers because their experiences are unique and their voices

must be heard. As a result, the findings from the cited literature will help the researcher gain a

better understanding of teachers' experiences, assess their motivations, stressors, and coping

strategies, and improve support services and programs for SPED teachers and their students.
 Chapter 3

METHODOLOGY

This chapter describes the methodology utilized to conduct this investigation. It includes

instrumentation and data collection, instrument development, sample design, and data

interpretation.

Research Design

The researchers will use a qualitative research design for this study, which will be

primarily interpretative. This method will entail describing the individuals and settings,

analyzing the data for themes, and then drawing conclusions about their significance (Terry,

Brannan, and Brannan, 2022). It will promote a better understanding of social phenomena by

focusing on individuals' direct experiences (University of Utah College of Nursing, 2016).

Qualitative interviewing is an essential method in qualitative research. Qualitative semi-

structured and in-depth unstructured interviews capture data about participants' attitudes, beliefs,

and experiences through verbal communication, much of which occurs in face-to-face

interactions. Interviews are a simple, frequently inexpensive, and effective way to explore the

social context of research participants. The technique is often guided by an interpretive paradigm

in which the data collected is not considered as evidence of the truth or reality of a situation or

event, but rather as a context-bound subjective insight from participants (Nathan et al., 2019).
Sources of Data

This study will be conducted in West Central Elementary School 1 in Dagupan City,

Pangasinan. The researchers will utilize purposive sampling to identify individuals who provide

substantial and helpful information, with the goal of expanding the depth of understanding of

SPED teachers' experiences with special education children. Purposive sampling is a non-

probability way of collecting a sample in which researchers utilize their expertise to select

certain individuals who will assist the study achieve its objectives. These subjects have specific

qualities that researchers must consider while evaluating their research question. In other words,

the researchers chose their individuals "on purpose." It is a non-random sampling method in

which the researcher actively picks participants depending on the study's aim, with the

assumption that each participant will contribute unique and useful information (Frost, 2022).

This study involves special education teachers ages eighteen and above, with at least two

(2) years of experience working with special education learners. Those who meet the criteria will

be included and advanced to the one-on-one interview procedure, which determines the

participants' experiences as special education teachers working with SPED learners. After the

participants have given their consent, a mutually convenient date and time will be scheduled for

a semi-structured interview.

Instrumentation and Data Collection

The researchers will ask West Central Elementary School 1 in Dagupan City about special

education teachers who handle SPED students. If the school suggests that the researchers write a

Letter of Intent to the Principal, care of the chairman of the SPED department. The letter that

will be issued will include the research's objectives and aims, as well as information about the
researchers, and will be signed by the OIC-Dean, research instructor, and research adviser. As

soon as the Letter of Intent has been prepared, the researchers will immediately send it to the

Principal's Office. If the office grants the data that fits the criteria of the study, the researchers

will initially contact the special education instructors via phone calls or text messages to notify

them about the study and ensure that all inclusion criteria are met. If the SPED teachers agree to

do an interview, the researchers will go to the agreed-upon location to meet. First, the

participants will be briefed. Then, informed consent will be given to the participants before the

process. Lastly, the participants will be debriefed. The researchers will use an interview guide

questionnaire aimed at SPED instructors who work with children in special education to acquire

an understanding of their processing of their learners' conditions and their experiences as

teachers of these children.

Tools for Data Analysis

The researchers will use thematic analysis to gather information on the special education

teacher's views, attitudes, knowledge, experiences, and values from qualitative data. This was

also appropriate since the raw data unfolded and revealed patterns characterized by codes,

categories, and themes, giving meaning to their experiences. Braun and Clarke's six-phase

framework was used to summarize and arrange obtained data (Step 1: Become familiar with the

data, Step 2: Generate initial codes, Step 3: Search for themes, Step 4: Review themes, Step 5:

Define themes, and Step 6: Write-up). Thematic analysis examines data to find recurring themes,

topics, concepts, and patterns of meaning.

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