The Plight of SPED Teachers: A Phenomenological Study

Abstract

Special Education (SPED) teachers play an important role in providing quality education to kids with a wide range of learning challenges. They do, however, encounter challenges that have an impact on their teaching efficacy, well-being, and professional development. These include insufficient resources, heavy workloads, emotional and mental stress, and inadequate support from officials and the community. Despite these experiences and challenges, SPED teachers remain committed to delivering inclusive and engaging learning experiences for their students. This study explores at SPED teachers' experiences, focusing on the challenges they face, their coping techniques, and the support they receive in their career. The study will take a phenomenological approach to acquire a better understanding of their problems and the elements that influence their resilience and motivation. Qualitative Method purposively interviewed 7 participants through In-depth interview, analyzed using thematic analysis. The findings of this study provide useful insights into the systemic difficulties affecting SPED teachers, underlining the need for stronger policies, increased resources, and enhanced support systems. Understanding their suffering enables educational institutions, policymakers, and stakeholders to devise methods to increase teacher well-being and retention in special education. Therefore, this study emphasizes the necessity of recognizing and resolving the difficulties that SPED teachers encounter. The study contributes to ongoing efforts to improve special education and provide a more supportive atmosphere for instructors who serve students with special needs by allowing them to express their experiences.