Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs

General education teachers are professionals equipped to teach learners in general education classrooms. However, due to the insufficient number of qualified special education teachers and the rising number of students with disabilities, these teachers are compelled to handle learners with special educational needs (LSENs). This study aimed to explore and understand the lived experiences of general education teachers in handling learners with special educational needs. The study employed qualitative method, particularly phenomenological design. The participants were purposively selected and interviewed through in-depth interviews and focus group discussions. Thematic analysis was employed to identify themes in the data. The results showed that teachers collectively experienced challenges in instructional skills, negative attitudes toward work, uncooperative parents, behavioral issues, and the responsibilities of handling learners with special educational needs. An analysis of participants' responses revealed that teachers overcame challenges by self-upskilling through internet resources, demonstrating adaptability, utilizing support systems, and maintaining strong faith in God. The participants shared insights on the belief that teaching is a noble profession and the necessity for special education training and seminars for non-special education teachers. The results suggest that teachers lacking sufficient knowledge, skills, and experience in handling learners with special educational needs may face various challenges affecting their emotional stability, spiritual well-being, and physical condition. Accordingly, the Department of Education should strengthen its frameworks to safeguard teachers from learners with alarming behavior and offer additional support that empowers teachers' commitment to quality inclusive education.