Abstract

This study explores the challenges and coping mechanisms of Special Education (SPED) teachers at Socorro Central Elementary School and SPED Center. Using a qualitative research approach with a Narrative Inquiry design, the study gathered data through one-on-one interviews with five SPED teachers who met the selection criteria of having teaching experience in the SPED Center. Data were analyzed following Creswell’s (2009) six-step methodology, which included organizing, transcribing, encoding, categorizing, interrelating themes, and interpreting the data. The findings reveal that SPED teachers encounter various challenges, such as insufficient learning materials, poor parental involvement, the absence of therapists, and instances of discrimination or exclusion of SPED learners. Additionally, they face difficulties in managing student behaviors, juggling conflicting schedules, and advocating for the prioritization of SPED learners in school activities. To address these challenges, SPED teachers implement coping mechanisms in three key areas: classroom and behavior management, instructional strategies and adaptations, and personal qualities and emotional support. Effective strategies include structured environments, positive reinforcement, individualized teaching approaches, patience, emotional resilience, and self-care practices. The study highlights the need for stronger institutional support, increased parental engagement, and the integration of specialized services to enhance the teaching and learning experiences in special education settings.