Department of Education

LIBERTAD NATIONAL HIGH SCHOOL

Senior High School
Humanities and Social Sciences

Discipline Problems: Discovering Behavioral Issues among senior high school students

A QUALITATIVE RESEARCH PAPER

Presented to
The Faculty of Libertad National High School
Senior High School
Surallah Municipality

____________________________

In Partial Fulfillment

of the Requirements for Practical Research I

____________________________

Judelle Heart Abarro1, AJ Bayoneta 2, Rica Jean Eres3, Venus Mondragon4,

John Lloyd Funa5, Amiel Alan Pradilla6

March 2023

APPROVAL SHEET
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This research study entitled “STRESS COPING MECHANISMS: ITS IMPLICATION

TO GRADE 11 SENIOR HIGH SCHOOL STUDENTS” has passed the standards set by the

LIBERTAD NATIONAL HIGH SCHOOL, SENIOR HIGH DEPARTMENT.

HENRY O. ALPERITO JR.

Adviser

TINA O. BUISON, PhD CHESTER IAN S. PINEDA

Member Member

MAE ANN T. NACION CLAIRE T. SINFUEGO

Member Member

ACCEPTED in PARTIAL FULFILLMENT of the requirements in Practical Research I.

STEPHEN S. SALAZAR
Principal IV
ACKNOWLEDGEMENT
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DEDICATION
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Table of Contents
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Preliminaries

Title Page 1

Approval Sheet 2

Acknowledgement 3

Dedication

Table of Contents

List of Figures

List of Appendices

Abstract

Chapter I – Introduction

Background of the Study 1

Statement of the Problem 3

Conceptual Framework 4

Significance of the Study 5

Scope and Delimitation of the Study 5

Definition of Terms 6

Chapter II – Review of Related Literature

Stress 7

Stress Coping Mechanisms 11

Chapter III– Methodology

Research Design 17

Sampling Design and Inclusion Critera 17

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Research Instruments 18

Locale of the Study 18

Data Gathering Procedure 19

Data Analysis 20

Ethical Considerations 21

Chapter IV – Presentation, Analysis and Interpretation of Data

The Type of Stress that the Grade 11

Accountancy and Business Management

Students Encountered 21

Coping Mechanisms of Accountancy

and Business Management Students 21

Effects of Coping Mechanisms to Grade 11

Accountancy and Business Management Students 22

Chapter V – Summary of Findings, Conclusion, Recommendations

Summary of Findings 23

Conclusion 24

Recommendation 25

References

Online Sources

Appendices

List of Tables
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TABLE TITLE PAGE

1 Teacher-Evaluators’ assessment of Basic English 34

Speech Support

2 Level of pronunciation Skills of the control group 36

and experimental group in the pre-test

3 Level of pronunciation Skills of the control group 38

and experimental group in the post-test.

4 Analysis on pre-test scores of control group and 40

experimental Group

5 Analysis on post-test scores of control group and 41

experimental Group

6 Analysis of mean gain of control group and 46

experimental Group

List of Figures
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Figure Title Page

1 The Conceptual Paradigm 4

2 Map of the Locale of the Study 27

3 Data Gathering Procedure 31

List of Appendices
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Appendix Title Page

A Letter Request to the Schools Division 53

Superintendent

B Letter Request to the school Principal 54

C Letter Request to the Department Chairman 55

D Letter Request to the Basic English Speech 56

Support Evaluators

E Evaluation tool of the Basic English 59

Speech Support Evaluators

F Evaluator’s Rating Sheet for Senior High 61

School Students

G Pre-test and Post-Test Instrument 62

H Certification of the Critic Reader 64

I Certification of the Statistician 65

J Curriculum Vitae 66
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Abstract

Student behavior plays a major role in academic achievement as it can affect his

or her ability to learn as well as impact the learning environment for other students. This

study sought to determine the significant relationship of behavioral problems and

academic performance of Senior High School Students. Moreover, the research design

used in this study was sequential explanatory design, which is to collect qualitative

evidence as support to quantitative data. Accordingly, in the qualitative phase, there are

two themes, the personality trait of behavioral problems such as procrastinating,

competitiveness and unmotivated or loss of motivation while the satisfaction are studying

hard, active classes and praying. Therefore, we recommend that the students must seek

counselling if they have problem regarding their behavioral problems and academic

performance, they must be aware that there are authorities at school such as the

guidance counsellor that will help them deal with their problems. Students must learn how

to deal with their own problems.

Keywords: academic performance, behavioral problems, tardiness, anxiety ,

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Chapter I

Introduction

According to Heliyon (2022), Studying students’ behavioral problems is vital to

educators as an educational procedure is not limited to leading students’ learning and

providing them with information. Instead, as a process, it ensures the stability of students’

behavior and their emotional, spiritual, cognitive, and social wellbeing. It is also concerned

with finding solutions to possible students’ behavioral problems, which may negatively

impact their education and relationships with others. Besides, our experience as parents

and educators led us to believe that exploring students’ behavioral issues is an

indispensable enterprise for educators as the longer they are left untreated, the worse

they become. In ensuring smooth learning processes for students with behavioral

problems, stakeholders, including parents, government, and schools, play significant

roles in setting and enforcing rules to instill conforming values in students. This is

essential as undesirable actions such as aggression, disobedience, and destruction of

properties cause disruptions at schools, homes and may even impact the local

community. Students' behavioral problems have also been reported to cause other social

and emotional issues, including suicide, depression [1], and impairments [2].

Furthermore, these problems negatively impact students’ psychological and social

development, which may be detrimental to their learning and academic progress and their

ability to engage in positive interaction with others [3]. Not surprisingly, a study concluded

that behavioral problems among children could have both immediate and remote negative

consequences [2]. In this sense, behavioral issues may affect school children from

learning effectively at their formative stages in schools within the immediate context [1],
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which may hinder them from developing skills for thriving as adult learners and

professionals in the future remote context.

Background of the Study

The article deals with the strategies implemented by teachers in facilitating the

students to comply with the rules. The study aims at identifying the discipline problems

faced by teachers and describing the strategies they employ to cope with the discipline

problems. The study employed qualitative approach in which the researchers used

questionnaire and interview to collect the data. The interview script became the primary

source for interpreting and analyzing data. The findings revealed that the most common

discipline problems faced by the teachers were noisy classroom, wrong/incomplete

attributes and unpunctuality. The strategies applied by the teachers to cope with the

students were corrective, assertive, and preventive disciplines. The teachers should

improve the quality in maintaining the classroom discipline by creating a conducive

classroom and involving the students in setting the classroom rules, such as attendance,

learning participation, students and teacher actions, and assessment.

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Theoretical Lens

The teacher must have consistency in discipline and, at the same time, show

fairness to the pupils. According to the report of Caballes and Palma (2022), tardiness in

submitting assignments and projects, verbal and physical aggressiveness, derogatory

language, lack of attention, and bullying of fellow pupils are the most frequently seen

behavior issues.

Research Questions

In order to find out how schools currently manage student behavior, and how they

collect, synthesize and use data, this study posits and answers the following research

questions:

1. What interventions and strategies can be implemented to prevent and manage

these behavioral issues effectively?

2. What are the most common behavioral issues displayed by senior high school

students?

3. How do these behavioral issues impact the learning environment and academic

performance of senior high school students?

Significance of the Study

The findings of this study will be beneficial to the:

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Senior High School Students. This study is useful to the senior high school

students because throughout this study, they would further know what are the different

behavioral problems and academic performance that they will encounter. It can also serve

as a guide to the students regarding with their academic performance.

Teachers. This will serve as understanding for the teachers on senior high school

students regarding with the behavioral problems and academic performance of the

students.

Guidance Counselors. This will serve as an understanding for guidance

counsellors toward senior high school students for they will know what is the cause of

behavioral problems towards academic performance.

Parents. This study will also benefit the parent's especially senior high school

parents for they will guide their child on the behavioral problems and academic

performance that students encounter.

Scope and Limitation

For gathering the quantitative data, due to the lack of time and financial support

the researchers only surveyed 10 respondents who are both ABM and HUMSS students.

The researchers used survey questionnaires for their medium.

As for gathering the qualitative, the researchers interviewed five (5) people who

are randomly selected with the questions related to the behavioral problems and

academic performance.

The results of both data gathering were rigidly analyzed by the researchers in order

to the test the degree of relationship between the behavioral problems and academic

performance.
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Definition of Terms

The following terms are defining according and operationally to further

comprehend the study:

Behavioral Problems. This refers to symptomatic expression of emotional or

interpersonal maladjustment especially in children. In this study, this refers to tardiness,

anxiety and attention problems.

Academic Performance. It refers to the extent to which a student, teacher or

institution has achieved their educational goals. In this study, refers to the general

weighted average of the students.

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Chapter II

Review of Related Literature

There are many things that have changed in the education setting and one that is

noticeable is a child's behavior. The way students behave in a classroom setting could

potentially set the tone for the way they perform on an assessment. Teachers use many

ways to manage their classrooms and many studies have been done to determine

strengths and weaknesses. The influence of efficacy beliefs on teacher performance and

student success: Implications for Student Support Services outlines the importance of

supporting students with diverse learning needs through developmental and learning

theories. "Emotive behavior therapy is very popular because of the way it promotes the

instruction and fostering student-teacher relationships" (Warren & Hale, 2016, p. 189). "It

appears that teachers who display little confidence in their ability to complete classroom

tasks often experience irrational beliefs and heightened or unhealthy negative emotions.

Teachers model these thoughts, emotions, and behaviors daily" (Warren & Hale, 2016,

p. 189). "Teachers who exhibit unhealthy negative emotions in the classroom have

difficulty building strong student relationships, delivering instruction, and managing their

classroom, thus often confirming their sense of efficacy" (Warren & Hale, 2016, p. 189).

Teachers become more aware of their classroom environment and teacher and student

performance develops and succeeds. When teachers give the appropriate learning

environment, students can make connections and the impact of their learning shines.

STUDENT BEHAVIOR
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addressed are some reasons behind those behaviors later, and there will be time

spent on the feelings of a teacher and their reactions when things are not smooth in their

classroom. "According to this perspective on stress. high classroom demand levels

become particularly stressful when teachers also appraise these demands as exceeding

their resources for coping". "Accurate assessment of teachers' appraisals of their

classroom demand levels and resources could provide critical information about which

teachers are most vulnerable to stress, even in similar school environments, that

administration and policymakers can use in improving the lives of teachers and their

students" (Mccarthy et al., 2015, p. 579).

The environment that students and teachers are in is a huge reason for the way

that they are feeling. Not only are students bringing their burdens from home to school,

but if their teacher is not in his/her place then those feelings can rub off. The classroom

demands and the overbearing amount of resources that are given to teachers can indicate

a higher level of stress and those feelings are shared and not always brushed under the

rug.

There are two main types of coping strategies: emotion-focused coping helps

individual deal with the emotions triggered by the stressor and problem-focused. "Job

stress is caused by high levels of demands unless offset by relevant resources,

particularly those having to do with control over the work environment" (Mccarthy et al.,

2015, p. 580). If the environment that a student is coming from (their home life) is toxic

and their safe place (their classroom) is led by a teacher who is not in his or her best

place, then they simply are not in their best learning environment. Students who have

behavior problems need to be in the best learning environment to succeed on any type
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of assessment. When teachers think of the students in their classroom. they wonder about

all the times that they, themselves, felt the pressure of their job. "Teachers who exhibit

unhealthy negative emotions in the classroom have difficulty building strong student

relationships, delivering instruction, and managing their classroom, thus often confirming

their sense of efficacy" (Warren & Hale. 2016, p. 189).

Classroom management is not always incentive tickets or clip charts. Classroom

management is also taking care of the teacher so that their style of teaching can be done

in the best way possible. A teacher who is positive and upbeat is less likely to have

students who share out their misbehaviors than those teachers who stick to the script and

don't go above and beyond. "Within the walls of our schools, administrators and teachers

alike deal with instructional pressures, behavioral issues, and the evolving world of

learning." (Reno, Friend. Caruthers, & Smith, 2017, p. 423) Many schools are

implementing a school-wide behavior model to reduce problems. The culture of a school

will carry over to the classroom. The framework of PBIS allows students and teachers to

express themselves and help students manage their own behaviors. If students are able

to manage and control their own behaviors, then they will be able to perform better in the

classroom.

The low academic achievements will often lead to negative behaviors. If these

habits continue and the child is not given opportunities to change at a younger age, then

they are more likely to continue in this rut. Teacher motivation and early interventions are

the ingredients for success for these students. Reno, Friend, Caruthers, and Smith,

(2017) study the relationship between elementary students participating in Tier Il

behavioral interventions in a school-wide PBIS site and their growth in reading and math
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achievement on the STAR Reading and Math assessments was on students who were

identified by teachers. These students were unable to meet school- wide behavior

expectation. There were significantly more male students and students of color that were

identified by teachers as needing PBIS Tier I interventions. A Pearson correlation and two

sample i-test were used to analyze the possible relationship between the students'

participation in the PBIS Tier Il behavior interventions and their reading and math

academic achievement according to the students' scaled score gains on the STAR

reading and math assessments. The impact of the PBIS Tier Il was analyzed by the

teachers and that is important because the teachers were the deciders of which students

were to be intervened. The results according to the mean scores for the STAR

assessment, those that participated in the Tier Il behavior interventions scored lower in

the STAR Reading assessments, and those that participated in Tier II behaviors

interventions scored lower in the STAR assessments administered in the fall with a scaled

score mean of 239.67 as compared to non-participants at 304.22. The Tier Il participants

had lower scores as compared to their peers. Teachers and administration are aware of

the importance of early intervention in both academic and behavioral areas. Many schools

have built an action plan for both areas of academics and behaviors. These action plans

are well thought out and complement each school district, their needs, and the resources

they have access to. A child's success in the classroom often goes hand in hand with the

way that they behave and their behavior can stem for many different reasons.

Resources for Teachers and Administrators

There are different resources available for teachers and administrators when

inquiring the area of behavior and each grade level requires different types of attention.
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Kindergarten is the foundation and early education has the advantage when it comes to

instilling positive behaviors and breaking any bad habits. Positive Behavioral Intervention

System is a framework that consists of interventions and supports for school to encourage

good behavior. PBIS is a prevention of the behavior not a punishment for the behavior.

Teachers and students have both responded positively to the framework. The school uses

PBIS to teach students about behavior just like any other subject is taught.

A school's culture is very important, and the culture of the school will trickle down

to the culture of the classrooms inside the school. "Further analysis of school culture is

critical when examining the PBIS framework due to the fact that school culture influences

student behavior and student academic success." (Reno, et al 2017. p. 426) Teachers

and administration have flocked to the process of PBIS. PBIS gives teachers the

opportunity to share a system the same way and the response is only positive. PBIS is

simple, set simple behavior expectations and praise students who are setting an example.

This resource assists teachers with classroom management and helps to set the tone of

a school's culture. "Defined culture is all that we do in education, including curriculum,

instruction, administration, and assessment." (Reno, et al 2017. p. 426) The PBIS

framework is a guideline to help a school set a preferred culture. A school that is struggling

with consistent discipline can adopt a school-wide intervention plan with the help of PBIS.

Often times a child's behavior can stem from lack of movement and a great deal of

research has been conducted on children during this early age of development.
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Chapter III

Research Methodology

This chapter outlines the research design and methodology employed in the study. It

discusses the research approach, participants, data collection methods, and data analysis

procedures.

Research Design

The research study entitled “Polio (Poliomyelitis Virus): Barangay Health Workers

Awareness and prevention Measures in Municipality of Surallah” had undergone investigations

and inquiry regarding the objective of the study. The researchers chose a casual-comparative

design because it is best served to answer the questions and the purposes of the study. Causal-

comparative design is a research design that seeks to find relationships between independent and

dependent variables after an action or event has already occurred (Salkind, 2010). The design
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investigates the prevention and effect of Poliovirus in the Philippines specifically the awareness

and prevention measures of Barangay Health Workers applied in the municipality of Surallah.

Research Locale

The researchers conducted their study at the vicinity of Municipality of Surallah, South

Cotabato as the locale of their study for it is the scope and delimitation of their study. Municipality

of Surallah is composed of 17 Barangays, namely, Brgy. Libertad, Centrala, Veterans, Lamsugod,

Dajay, Canahay, Lambontong, Colongulo, Tubi-allah, Buenavista, Little Baguio, Moloy, Talahik,

Lamian, Naci, Duengas and Upper Sepaka.

Figure 2. Locale of the Study

Research Instruments

The researchers used interview guide as their research instrument to identify the awareness

of Barangay Health Workers in Municipality of Surallah towards the outbreak of polio in the

Philippines and the preventive measures they applied to this contagious disease. Interview guide

is simply a list of the high level topics that you plan on covering in the interview with the high
 23

level questions that you want to answer under each topic (Bird, 2016). Moreover, the researchers

use interview guide for it provides an answer and certainty to a question.

Research Participants and Sampling Technique

The respondents of the research study are the Barangay Health Workers in Municipality of

Surallah. The researchers had chosen Barangay Health Workers for they are playing a great role

in providing health care services in their respective barangay. The researchers use simple random

sampling in selecting their respondents. Simple random sampling is a subset of a statistical

population in which each member of the subset has an equal probability of being chosen (Hayes,

2019). Municipality of Surallah composed of 17 Barangay. Among the respondents, the

researchers use slovin formula to choose the 8 Barangays to be their respondent. Slovin formula

is used to calculate the sample size (n) given the population size (N) and a margin of error (e)

(Stephanie, 2012). 17 Barangays of Municipality of Surallah has an equal chance of being chosen

as respondent of the study.

Data Gathering Procedure

Data Collection is the process of gathering and measuring information on variables of

interest, in an established systematic fashion that enables one to answer stated research questions,

test, and hypothesis and evaluate outcomes. Gathering data is also crucial in conducting research

gathering data procedure is the technique used to obtain the information used in a dissertation to

substantiate the claims made by a writer. And it is crucial to use the best procedure.

In order to get the desired information form the respondents the researchers secured

permission to the Head of Municipal Health Office. To support the validity of the data, the studies

about Polio (Poliomyelitis) Virus: Barangay Health Workers awareness and preventive measures

was compiled and modified by the researchers. After compiling and modifying, the researchers
 24

gave personally to the the panel the Polio (Poliomyelitis) Virus: Barangay Health Workers

awareness and preventive measures for it will be evaluated and validated.

The researchers conducted a personal visit to the Municipal Health Center. The researchers

provide research instruments such as questionnaire to gather data from the respondents. The results

were gathered and analyzed a summary, conclusions and recommendation for their study.

The tables below show the exact and sequential manner of data gathering and procedure.

Head most, the researchers inquire permission from the office of Municipal Health to
conduct the research study

Letter of Approval seeking permission to conduct the study in the vicinity of Libertad
National High School

Progression and yielding of Barangay Health Workers awareness and preventive

measures towards the return of polio

Assessment and validation of Barangay Health Workers awareness and preventive

measure by the panel of experts

Interviewing the Barangay Health Workers awareness and preventive measures

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Figure 3. Data Gathering Procedure. LINHS. 2023

Data Analysis

The researchers were able to analyze the data using qualitative content analysis. Qualitative

content analysis is a powerful method for analyzing large amounts of qualitative data collected

through interviews or focus groups. It is frequently employed by students, but introductory

textbooks on content analysis have largely focused on the qualitative version of the method

(Schreier, 2012). Therefore, the researchers were able to use the analysis through the presence of

interviews within the qualitative data.

Ethical Considerations

Ethical considerations in qualitative phenomenological research encompass several key

aspects, including the treatment of participants, confidentiality, and cultural sensitivity. Firstly,

researchers establish a respectful and collaborative relationship with participants. This involves
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in-depth interviews and other forms of engagement with participants, and it is crucial to ensure

that their rights, dignity, and well-being are upheld throughout the research process. This includes

obtaining informed consent, being transparent about the purpose and procedures, and allowing

participants to withdraw from the study at any time without consequences. Researchers also strive

to maintain a power balance by actively listening to participants, valuing their perspectives.

Confidentiality and privacy are paramount in qualitative research. Researchers took

appropriate measures to protect the identity and personal information of participants. This involves

obtaining informed consent specifically for data collection, storage, and dissemination, clearly

explaining how confidentiality will be maintained. Researchers anonymize data by using

pseudonyms or other identifiers to ensure participants cannot be identified. Sharing findings and

results should be done in a manner that does not compromise participants' confidentiality or

privacy, such as aggregating data or using composite narratives that do not reveal specific

individual details. Respecting the confidentiality of participants is particularly crucial when

conducting research involving vulnerable populations or marginalized communities, as breaches

of confidentiality can have serious repercussions and perpetuate existing disparities or

discrimination.
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Chapter IV

Presentation, Interpretation and Analysis of Data

This chapter deals with the result and findings of the gathered data for this study.

Furthermore, the various results are presented through discussion. The data was gathered through

interview.

In this particular study, thematic analysis was utilized to uncover three major themes that

emerged from the data, shedding light on the motivations, self-care practices, and boundary-setting

strategies of special education teachers. The identified themes provide a deeper understanding of

the factors influencing their dedication to teaching, the importance of maintaining personal well-

being, and the significance of work-life balance in their profession.

Overall, the application of thematic analysis in this study helps to capture the rich and

diverse experiences of special education teachers, contributing to the existing knowledge in the

field and informing future research, policy, and practice in supporting children with difficulties.

Theme 1: Modification and simplification

This theme highlights the need to modify and simplify lessons to cater to learners with

difficulties. The statement below are the translated response of the participants.

“I modify my lesson and simplify it since my learners are slow learners, their

activities and worksheets must be simplified so that they could answer it easily.”(P1)

Learners with difficulties may require modifications and simplifications in the curriculum,

activities, and worksheets. By adapting the content to their pace and abilities, teachers can ensure

that learners can engage effectively and achieve success. This approach acknowledges that slow

learners may need additional support and provides them with a learning environment that caters to
 28

their needs. Simplifying the materials helps in reducing cognitive load and facilitates better

comprehension and participation.

Theme 2: Consideration of individual learning styles

This theme emphasizes the importance of tailoring lessons to match the learning styles of

learners, particularly those with autism. The statement below is the translated responses of the

participants.

"I think we need to consider the learning styles of the learner then connect it to the

modification of your lesson... especially those children with autism." (P3)

Recognizing and accommodating individual learning styles is crucial in special education.

By considering how learners best process information, teachers can make appropriate

modifications to their lessons. For example, some learners may excel through tactile activities,

while others may benefit from visual, auditory, or kinesthetic approaches. For learners with autism,

understanding their sensory preferences and incorporating appropriate strategies can enhance their

engagement and learning outcomes. This approach fosters a more personalized and effective

learning experience, as it aligns with the unique needs and strengths of each learner.

Theme 3: Importance of routines and behavioral management

This theme emphasizes the significance of establishing routines and managing

behavioral challenges. The statement below is the translated responses of the participants.

"It is important to have a routine... As they enter the classroom, specific activity is

assigned to a specific learner... A checklist will be provided if they had accomplished any

task given to them." (P4)

Creating a structured and predictable environment is essential for learners with difficulties,

especially those with behavioral challenges. Routines provide a sense of stability and help learners
 29

understand expectations. By assigning specific activities to each learner and providing checklists

for task completion, teachers can promote organization, focus, and accountability. Furthermore,

incorporating personal interests, such as playtime, as a reward can incentivize learners to complete

tasks and reinforce positive behavior. Additionally, preparing alternative lesson plans allows for

flexibility and ensures that teachers are prepared to address behavioral difficulties effectively. This

approach supports behavioral management and helps create a conducive learning environment.

Theme 4: Individualized approach and adjustments

This theme highlights the need for tailoring teaching methods, materials, and expectations

to meet the unique needs of learners. The statement below is the translated responses of the

participants.

"I should not treat them like the other because they are a slow learner and they need extra

attention... Make adjustments and don’t push through your expectations for them."(P1, P3)

Learners with difficulties require an individualized approach that considers their specific

needs, strengths, and challenges. Teachers should recognize that each learner is unique and may

require adjustments in their teaching methods, materials, and expectations. By adapting to the

individual needs of learners, teachers can create a supportive and inclusive learning environment

that promotes their success.

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Chapter V

Summary, Conclusion and Recommendation

This chapter presents a summary of the key findings derived from the thematic analysis of

interviews conducted with special education teachers. The study aimed to explore the experiences,

challenges, and strategies employed by teachers in teaching children with difficulties.

Inclusive education aims to provide equal opportunities for students with disabilities, and

special education teachers play a vital role in implementing inclusive practices. Understanding the

inclusion practices used by these teachers, as well as the challenges they face, is crucial for

improving the educational experiences of students with disabilities. The study addresses the

following research questions: What inclusion practices do special education teachers implement

for students with disabilities?; What are the challenges that special education teachers encounter

when implementing inclusion practices for students with disabilities?; What do special education

teachers think they need to help them improve implementing inclusionary practices?; and How

does special education impact the lives of teachers personally and professionally?

The research design adopted for this study is qualitative phenomenological research, which

aims to explore the essence and meaning of human experiences. By conducting in-depth interviews

with special education teachers, the researchers gained insights into their perspectives and

experiences. Thematic analysis was employed to identify recurring themes and patterns in the

interview data, providing a comprehensive understanding of the research questions.

The next section will present the key themes that emerged from the analysis of the

interview data, providing a summary of the findings related to the inclusion practices implemented
 31

by special education teachers, the challenges they face, their perceived needs for improvement,

and the personal and professional impact of their work.

Summary of Findings

Based on the data analysis, several major themes emerged, shedding light on important

aspects of special education teaching.

The first theme that emerged from the data is the need for modification and simplification

of lessons to cater to learners with difficulties. Participants emphasized the importance of adapting

the curriculum, activities, and worksheets to the pace and abilities of the students. By simplifying

materials and reducing cognitive load, teachers can enhance comprehension and engagement

among learners.

Another significant theme identified was the consideration of individual learning styles,

particularly for learners with autism. Teachers recognized the need to tailor their lessons to match

the specific learning styles of their students, thus ensuring a more effective and personalized

approach to teaching.

The third theme that emerged highlighted the importance of establishing routines and

effectively managing behavioral challenges. Participants emphasized the significance of creating

a structured and predictable environment for learners with difficulties. By assigning specific

activities to each student and providing checklists, teachers promote organization, focus, and

accountability. Incorporating personal interests and rewards also incentivizes positive behavior

and enhances the learning experience.

The fourth theme that surfaced from the data emphasized the need for an individualized

approach and adjustments. Special education teachers recognized the uniqueness of each learner
 32

and the necessity to tailor teaching methods, materials, and expectations accordingly. By adapting

to the specific needs, strengths, and challenges of learners, teachers create a supportive and

inclusive learning environment that promotes their success.

Managing a high student-teacher ratio emerged as another important theme. Participants

acknowledged the challenges associated with providing individual attention and support when

faced with a large number of learners. Strategies such as alternating activities for different learners

were suggested to address this challenge and provide a balanced learning experience for all

students.

Continuous professional development was identified as a critical theme in the study.

Participants stressed the importance of ongoing training, seminars, and workshops for special

education teachers. By acquiring new knowledge, skills, and specialized techniques, teachers are

better equipped to support learners with difficulties and meet their evolving needs.

The availability of training and resources for special education teachers also emerged as a

significant theme. Participants appreciated the opportunities to attend training and seminars, as

these activities provided additional knowledge and strategies for effective interventions.

The passion and motivation for teaching children with difficulties were strong underlying

themes in the data. Special education teachers demonstrated a genuine desire to make a positive

impact on the lives of their students. Their intrinsic motivation and commitment to their profession

sustained them in the face of challenges.

Self-care and work-life balance were emphasized as crucial aspects of the special education

teaching profession. Participants recognized the demanding nature of their work and stressed the

importance of prioritizing self-care activities to manage stress and avoid burnout. Setting
 33

boundaries and disconnecting from work during non-working hours were highlighted as strategies

to promote a healthier work-life integration.

Conclusions

The findings from the thematic analysis of the data provide valuable insights into the

experiences, challenges, and strategies employed by special education teachers in teaching

children with difficulties. The study highlighted the importance of modifying and simplifying

lessons, considering individual learning styles, establishing routines, managing behavioral

challenges, and adopting an individualized approach. It also emphasized the significance of

managing student-teacher ratios, continuous professional development, the availability of training

and resources, as well as the passion and motivation of special education teachers. Additionally,

the study emphasized the need for self-care and work-life balance to prevent burnout and enhance

overall well-being.

Recommendations

In light of the findings and conclusion of the research study, the following are

recommended:

1. Professional Development: Education authorities and institutions should prioritize

continuous professional development opportunities for special education teachers. This

includes providing training, seminars, and workshops that address specific needs and

challenges in teaching children with difficulties. These opportunities should focus on

enhancing knowledge, skills, and specialized techniques, such as occupational or speech

therapy, to support effective interventions.

2. Individualized Approach: Schools and educational institutions should encourage and

support an individualized approach to teaching children with difficulties. This involves

 34

recognizing and understanding the unique needs, strengths, and challenges of each learner,

and adapting teaching methods, materials, and expectations accordingly. Teachers should

be provided with the necessary resources, tools, and support to implement this approach

effectively.

3. Student-Teacher Ratio: Efforts should be made to manage student-teacher ratios effectively

in special education settings. Education policymakers should consider allocating

appropriate resources and personnel to ensure that teachers can provide individual attention

and support to each learner. Strategies such as alternating activities for different learners

can help address challenges associated with high student-teacher ratios.

4. Access to Resources: Schools and educational institutions should ensure the availability of

necessary resources for special education teachers. This includes providing access to

specialized materials, assistive technologies, and learning aids that support the diverse

needs of learners with difficulties. Adequate funding and support should be allocated to

ensure the availability and maintenance of these resources.

5. Support for Work-Life Balance: Schools and institutions should promote a culture of work-

life balance and prioritize the well-being of special education teachers. Support systems,

such as mentorship programs and counseling services, should be in place to address the

emotional and psychological needs of teachers. Clear policies and guidelines should also

be established to help teachers set boundaries, disconnect from work during non-working

hours, and engage in self-care practices.

By implementing these recommendations, educational systems can better support special

education teachers and enhance their effectiveness in teaching children with difficulties. Creating

inclusive and supportive learning environments will ultimately contribute to the academic, social,
 35

and emotional development of learners with difficulties, empowering them to reach their full

potential.
 36

REFERENCES

Bacote, C. (2002). The Process of Cultural Competence in the Delivery of Health Care Services:

a model of care. Cincinnati Ohio, USA: PubMed.

Bird, C. (2016). Perspective on Data Science for Software Engineering, Interview. Brazil: Science

Direct.

Hayes, A. (2019 ). Simple Random Sample. California: Investopedia.

Hinman, A., & Brink, E. (2010). The Case for Global Eradication of poliomyelitis . Paris, Europe:

ELIXER.

Hiroyuki Shimizu, B. T. (2004). Circulation of Type 1 Vaccine derived Poliovirus in the Philippine

in 2001. Tokyo, Japan: Journal of Viology. Lygren H.& Jones K (2007). Percieved disability,

fatigue, pain and measured isometric muscle strength in patients with post-polio symptoms.

Norway: PutMed.
 37

Appendix A

Interview Questionnaire

1. Are you aware of the return of Poliovirus in the Philippines? What is your insight about

the issue?

2. What are the possible causes of the re-emerging poliovirus?

3. What are the most effective ways to stop the polio outbreak and to protect child against

this paralyzing disease?

4. Do you have any preparations for rapid response in case of outbreak?

5. What are the mode of transmission of poliovirus?

6. What are the characteristics of an environment/surrounding do you think people would

be safe from Poliovirus?

7. Does Surallah Municipal Health Center strongly encourages the participation of

parents, health worker and local government units and the whole community to stop

the polio outbreak in the near future? What are those initiatives made by municipal

health office to protect every child against the paralyzing disease?

 38

Appendix B

Letter of Permission

Letter of Permission

APPENDIX B
 39

APPENDIX C

Letter of Permission
 40

Appendix D

Letter of Validation

Validated by:
 41

Appendix E

Letter of Validation

Validated by:
 42

Appendix F

Letter of Validation

Validated by:
 43

Appendix G

Records of Vaccination
 44

Appendix H

Documentation
 45

CURRICULUM VITAE

Name: Brian Fresco Barba

Age: 17

Address: Sitio Sancho, Brgy. Liwanay, Banga, South Cotabato

Birthdate: December 18, 2002

Email: bbarbafresco9337.153@gmail.com

EDUCATIONAL BACKGROUND

He took his Elementary Education at Notre Dame of Surallah, Surallah, South

Cotabato.

He took his junior high school education at Libertad National High School, Surallah,

South Cotabato.

He is taking his senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFILIATION

None
 46

CURRICULUM VITAE

Name: Kiana Maureen Salarza Betonio

Age: 16

Address: Villanueva Plains, Lot 11 Block 17, Surallah, South

Cotabato

Birthdate: September 14, 2003

Email: kianagood06021@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Surallah East Elementary School, Surallah, South

Cotabato.

She took her junior high school education at Libertad National High School, Surallah,

South Cotabato.

She is taking her senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFLICATION

None
 47

CURRICULUM VITAE

Name: Beauty Dubria Calawigan

Age: 18

Address: Brgy. Colonggulo, Surallah South Cotabato

Birthdate: September 19, 2001

Email: beautycalawigan@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Cologgulo Elementary School, Brgy. Colonggulo,

Surallah, South Cotabato.

She took her junior high school education at Cologgulo Elementary School, Brgy.

Colonggulo, Surallah, South Cotabato.

She is taking her senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFLICATION

None
 48

CURRICULUM VITAE

Name: Rianne Grace Pa-ala Escorido

Age: 17

Address: Prk. Fresco, Canahay, Surallah South Cotabato

Birthdate: May 06, 2002

Email: btfllybroken@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Godwino Elementary School, Brgy. Canahay,

Surallah, South Cotabato.

She took her junior high school education at Libertad National High School, Surallah,

South Cotabato.

She is taking her senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With High Honor

AFFLICATION

MAPEH Club Officer

Journalist
 49

CURRICULUM VITAE

Name: Glydel Kaye Pardilla Gatoc

Age: 17

Address: Assembly Hall, Surallah, South Cotabato

Birthdate: May 10, 2002

Email: Gkayegatoc@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Surallah Central Elementary School, Brgy.

Libertad, Surallah, South Cotabato.

She took her junior high school education at Libertad National High School, Surallah,

South Cotabato.

She is taking her senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFLICATION

None
 50

CURRICULUM VITAE

Name: Justine Dave Ancheta Magbanua

Age: 17

Address: Brgy. Liwanay, Banga, South Cotabato

Birthdate: June 06, 2002

Email: jasteind@gmail.com

EDUCATIONAL BACKGROUND

He took his Elementary Education at Banga Central Elementary School, Banga, South

Cotabato.

He took his junior high school education at Libertad National High School, Surallah,

South Cotabato.

He is taking his senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With High Honor

AFFLICATION

SSG Officer

Journalist