Meeting the Needs of Diverse Learners: Narratives of Junior High School Teachers in the Classroom

Abstract

This study explores the experiences, coping mechanisms, and educational insights of private junior high school teachers in addressing the needs of diverse learners Using a qualitative approach, this research investigates the phenomenological experiences of eight private junior high school teachers from the Esperanza District, Division of Sultan Kudarat. The observed experiences include building positive relationships, providing individualized support and interventions, and promoting an inclusive classroom environment. The coping mechanisms used to address these challenges include building community partnerships, demonstrating adaptability and flexibility, and collaborating with support services. Finally, the educational insights learned from the experiences of private junior high school teachers were recognizing the role of cultural competence, emphasizing social-emotional support, and continuous professional development. All these themes were ways in which skills cultivated in each role offer valuable insights into diverse learners' potential benefits or challenges. Furthermore, exploring the experiences of private junior high school teachers in meeting the needs of diverse learners not only contributed to a comprehensive understanding of modern teaching demands but also provided valuable insights for educators and educational institutions, potentially leading to enhanced classroom management techniques and creative teaching approaches. This study may also be published in any respectable research journal.