The dynamics of the mental and physical health of Filipino special education educators during the COVID-19 pandemic: a hermeneutics approach

Purpose This study outlines the challenges faced by Filipino SPED educators during the COVID-19 pandemic. The shift to online teaching, unreliable internet connections and lack of resources have caused significant stress and anxiety. Balancing professional responsibilities with personal roles has led to emotional and physical exhaustion. SPED educators have shown resilience and dedication to their students, seeking support and developing new routines. The study brings out the need for more comprehensive support for SPED educators, considering both their professional duties and personal well-being. Future research could provide deeper insights into the long-term effects of the pandemic on these educators. Design/methodology/approach This study qualitatively investigates how Filipino SPED educators perceive their roles during the pandemic, focusing on how their professional identities shape their mental and physical health. Using interpretative phenomenological analysis (Smith and Osborn, 2003; Smith et al ., 2009; Noon, 2018), it explores daily practices, challenges and the meaning derived from their work. This method, drawing from phenomenology and hermeneutics, examines how individuals make sense of their experiences within their personal and social worlds (Larkin and Thompson, 2011), emphasizing specific meanings over broad generalizations. Findings The pandemic has spotlit the need for better support systems for Filipino SPED educators (Quizana and Espiritu, 2023). They rely on family, friends and colleagues for emotional and practical support, sharing teaching materials and developing new routines to manage stress and anxiety (Mendoza, 2022). Hermeneutic analysis shows a deep connection between their professional roles and their mental and physical health. Their identities as educators, caregivers and advocates are intertwined with their sense of purpose. The challenges they face emphasize the need for access to healthcare, reliable internet and emotional support to sustain their well-being. Research limitations/implications One significant limitation of this study is its cross-sectional nature, capturing a snapshot of SPED educators’ experiences during a specific period of the pandemic. This approach does not account for changes over time, which could provide a more comprehensive understanding of how their challenges and coping mechanisms evolved. Longitudinal studies could offer deeper insights into the long-term impacts of the pandemic on their professional and personal lives. Nonetheless, our findings provide important insights into the relationship between physical and mental health, the impact of the pandemic on professional and personal lives and the meaning derived from their roles. Practical implications This study shows that SPED educators need more support to handle their challenging roles, especially during the pandemic. Improving access to healthcare, reliable internet and emotional support is essential for their mental and physical well-being. Schools and policymakers should work to create strong support networks, provide mental health resources and ensure good internet access for online teaching. Recognizing how their professional roles affect their well-being can help shape policies and practices that create a supportive environment, allowing educators to manage their responsibilities better and stay dedicated to their students. Social implications This study reveals the need for better support for SPED educators, who are vital in helping students with special needs succeed. Improved healthcare, mental health resources and reliable internet can help educators manage their many responsibilities more effectively. More robust support systems can reduce their stress and anxiety, benefiting both them and their students. Policymakers and communities must recognize the importance of SPED educators and collaborate to create a more supportive environment, emphasizing the value of their work in promoting inclusive and equitable education. Originality/value This study offers a fresh perspective by using hermeneutic phenomenology to investigate the experiences of SPED educators during the COVID-19 pandemic. It uncovers how the shift to remote learning affected their mental and physical health in ways that remote learning impacted their mental and physical health, bridging gaps between theoretical models and real-world practices. Focusing on the real-life challenges SPED teachers faced and how they coped, the study provides valuable insights for improving support and practices in special education. These findings have practical implications, enlightening the reader on how to better support SPED educators and students during crisis conditions, thereby improving the quality of special education.