Exploring teachers’ classroom management strategies and challenges in inclusive Education

Abstract

Effective classroom management is fundamental to the successful implementation of inclusive education; however, teachers often encounter difficulties in addressing diverse learner needs within a single classroom. Despite strong policy support for inclusive education, limited empirical evidence documents how teachers manage inclusive classrooms in practice and the challenges they face. Addressing this gap, the present study explored teachers’ classroom management practices in inclusive education and the contextual challenges influencing their implementation.

Employing a qualitative descriptive case study design, the study involved eight teachers handling inclusive classrooms at Immaculate Conception Academy of Batac, Inc. Data were collected through open-ended written responses, with follow up interviews and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis to identify recurring patterns across participants’ experiences.

The findings revealed that teachers employ structured and predictable learning environments, positive and supportive behavior management, flexible and differentiated instruction, collaborative engagement with parents and professionals, and individualized inclusive support strategies to manage diverse learners effectively. However, teachers also reported challenges related to complex learner needs, insufficient training, limited resources, time and workload pressures, and concerns regarding teacher well-being and home–school alignment, which constrain the consistent implementation of inclusive practices.

The study underscores the need for targeted professional development, adequate institutional support, and sustained collaboration to strengthen inclusive classroom management. These findings contribute to the growing body of inclusive education research by providing context-based insights that inform teacher preparation, school policy, and classroom practice.