Public Special Education Teachers' Challenges, Social Support, and Meaning in Teaching Children on the Autism Spectrum

Abstract

Addressing the increasing prevalence of Autism Spectrum Disorder (ASD), this descriptive phenomenological study explored the lived experiences of ten public Special Education teachers in Northern Negros Occidental. Utilizing unstructured interviews and modified van Kaam analysis, the research revealed that while teachers grapple with significant behavioral, instructional, and institutional challenges, they sustain their practice through collaboration with parents and professionals, finding deep meaning in student progress. The findings characterize teaching children with ASD as a deliberate act of patience and persistence, highlighting the urgent need for enhanced institutional support to address teacher attrition. Future research is suggested to extend to private institutions or employ quantitative methods to further validate these factors contributing to teacher retention.