Exploring The Lived Experiences and Challenges of Persons with Disabilities Teachers in Educational SettingsExploring The Lived Experiences and Challenges of Persons with Disabilities Teachers in Educational Settings

This study explores the lived experiences of teachers with disabilities in Cavite, focusing on how they navigate professional roles, construct identity, and sustain resilience within educational settings. Grounded in transcendental phenomenology and guided by an interpretivist paradigm, the research examines how meaning is shaped through personal, social, and institutional interactions. Eight participants from both public and private schools were purposively selected, and data were gathered through in-depth, semi-structured interviews supported by field notes and reflective memos. Thematic analysis, guided by Boyatzis’ framework, was employed to identify recurring patterns and essential themes. Findings reveal that teachers with disabilities demonstrate multidimensional resilience shaped by internal coping strategies, inclusive environments, and strong support systems. Participants exhibit adaptive instructional practices, including the use of assistive technologies and flexible teaching strategies, which enhance inclusive learning. However, systemic barriers such as limited accessibility, policy gaps, stigma, and inconsistent institutional support continue to affect their professional effectiveness and well-being. Despite emotional and psychological challenges, teachers maintain commitment through meaning-making, spirituality, and self-regulation. The study concludes that resilience is both individually and socially constructed, while inclusive teaching practices emerge from lived experience. Institutional support remains critical in enabling professional growth and inclusion. The findings highlight the need for strengthened policies, sustained professional development, and supportive school cultures, emphasizing the importance of systemic, collaborative, and human-centered approaches in empowering teachers with disabilities.