Thriving experiences of special education teachers in the Philippines: From the perspective of those committed to stay

Abstract This study used descriptive phenomenology to describe the lived experiences of teachers managing children with special needs. It engaged the participation of nine special education teachers (SETs) from a public special education school in Manila, Philippines, Eight themes emerged from the narratives: (1) Challenging/frustrating experiences of the SET, (2) Thriving under the most challenging conditions in SPED teaching, (3) Reflective and adaptive teaching practices that foster thriving, (4) Empowering students as a source of teacher self‐efficacy and thriving, (5) Peer and administrative support that fosters thriving, (6) Thriving becomes a pathway to fulfilment, (7) Enacting a sense of mission and calling, and (8) Expressed needs for continuous thriving. The themes reflect the process of healthy adaptation to challenging conditions, growth, fulfilment, and sense of calling. Thriving experiences are a blend of vitality (affective) and learning (cognitive) from both positive and negative experiences. Thriving consists of positive outcomes resulting from work activities, as well as the reinterpretation of negative experiences as transformative and meaningful enabling them to commit to staying as special education teachers.