Resilience and Well-Being in Inclusive Classrooms Through Professional Crisis Intervention and Coping Strategies among Filipino Special Education Teachers in the United Arab Emirates: A Phenomenology
DOI:
https://doi.org/10.5281/zenodo.23097056Keywords:
teacher resilience, special education, challenging behaviors, crisis intervention, coping strategies, teacher well-beingAbstract
This phenomenological study explored how resilience, coping strategies, and professional crisis intervention practices shaped the well-being and classroom responses of Filipino Special Education (SPED) teachers managing challenging student behaviors in inclusive classrooms in the United Arab Emirates (UAE). Ten Filipino SPED teachers employed at GEMS Winchester Private School - Fujairah were selected through purposive sampling. Data were generated through validated semi-structured, in-depth interviews lasting approximately 45 to 60 minutes, manually transcribed, and analyzed using Colaizzi's seven-step descriptive phenomenological method, supported by bracketing, reflexive journaling, member checking, and an audit trail. Ten theme clusters emerged: maintaining emotional control; understanding behavior as communication; utilizing behavioral support strategies; prioritizing safety and de-escalation; following crisis intervention protocols; experiencing emotional and mental strain; practicing self-care and coping strategies; developing professional resilience and growth; seeking collaborative support systems; and implementing preventive behavior management practices. These converged into the overarching theme, “Navigating Challenging Behaviors Through Resilience, Coping Strategies, and Crisis Intervention Practices.” The findings showed that resilience developed dynamically through repeated cycles of appraisal, regulation, evidence-informed intervention, reflection, self-care, and collaboration. The study concluded that teacher well-being and effective behavior management are interdependent and require both individual coping capacities and institutional support. The findings informed the RISE-UP Framework, a school-based professional development model for strengthening emotional regulation, behavior understanding, safety preparedness, resilience, collaboration, and preventive practice.
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