Navigating the Teaching Journey: a Qualitative Study of Teachers’ Experiences in Managing Learner’s Behavior in Post-pandemic Within Inclusive Education Program

Ma. Connie Celis Robles

doi:10.36948/ijfmr.2026.v08i03.79679

Navigating the Teaching Journey: a Qualitative Study of Teachers’ Experiences in Managing Learner’s Behavior in Post-pandemic Within Inclusive Education Program

Author(s)	Sister Ma. Connie Celis Robles
Country	Philippines
Abstract	The teaching journey is a dynamic and multifaceted process that encompasses a range of experiences, challenges, and growth. The purpose of this study is to determine the lived experiences of the teachers during the post- pandemic and within inclusive education program of 15 teachers in Cathedral School of La Naval, Inc. Naval during the School Year 2024-2025. Thus, the study used a qualitative approach to identify the teachers’ experiences in managing the learners’ behavior. Semi-structured interviews and thematic analysis will be used as primary data collection and analysis methods. Specifically, this study intends to find out actual experiences of the teachers in the post-pandemic within inclusive education program, and coping mechanism of teachers with the challenges in managing leaner’s behavior in post-pandemic within inclusive education program. The findings show that the complexity of hybrid learning, increased social-emotional difficulties, and various behavioral needs of students influenced teachers' experiences in post-pandemic inclusive education. In addition, assessing student readiness (IDI-E) and adjusting instruction as necessary is another effective strategy. Moreover, being flexible in responding to the needs of each individual student, teachers ensure that no student feels pressured to participate while still engaging them effectively. Furthermore, the data highlights that while behavior management in post-pandemic times is still challenging, educators are creating resilient and diverse approaches. It is therefore recommended in this study that teachers should be provided with professional development, collaboration and peer support, implementation of school-wide initiatives, and the use of technology in education.
Keywords	Keywords: Inclusive Education Program, Post-Pandemic, Teaching Journey
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-29
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79679

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Navigating the Teaching Journey: a Qualitative Study of Teachers’ Experiences in Managing Learner’s Behavior in Post-pandemic Within Inclusive Education Program

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