Non-SPED teachers’ efforts to maintain and develop grit in an inclusive classroom, and challenges in sustaining grit

Abstract

Grit, defined as sustained perseverance and passion for long-term goals, has been linked to teacher resilience and effectiveness, but its manifestation among non-SPED teachers in inclusive settings remains underexplored. This study examined how non-SPED teachers demonstrate grit, the factors that support it, and the challenges they encounter in sustaining it. A descriptive phenomenological approach was employed to capture the lived experiences of five non-SPED secondary teachers in Laoag City. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. Findings revealed that non-SPED teachers demonstrate grit through perseverance in teaching, instructional adaptability, collaborative engagement, and student-centered motivation. Factors sustaining grit included personal dispositions, professional experience, training, supportive school environments, relational networks, and commitment to continuous learning. Challenges such as  difficulties in managing diverse learning needs, limited training in inclusive pedagogy, heavy workload, time pressure, and extensive paperwork contribute to emotional exhaustion, reduced patience, and feelings of isolation.  The study concludes that grit is a multidimensional, dynamic construct shaped by personal, professional, and contextual factors. Cultivating teacher grit through professional development, mentorship, institutional support, and policy interventions is essential to enhance teacher resilience, instructional effectiveness, and inclusive education outcomes.