Teacher Resilience and Instructional Adaptation in Teaching English to Learners with Special Needs in Vietnam

This study developed a substantive grounded theory explaining the social process of teacher resilience and instructional adaptation in inclusive English language classrooms in Vietnam. Guided by the Straussian Grounded Theory approach of Corbin and Strauss (2023) within a constructivist-interpretivist paradigm, data were collected through in-depth, semi-structured interviews with eight Filipino English language teachers teaching learners with special educational needs in inclusive settings in Vietnam. Data collection and analysis proceeded iteratively through theoretical sampling, constant comparative analysis, open coding, axial coding, selective coding, memo writing, and theoretical saturation. The findings revealed interconnected pedagogical, behavioral, emotional, institutional, and cultural challenges, including limited formal preparation in special education, large and mixed-ability classes, communication barriers, inadequate resources, and inconsistent support systems. Six major supporting categories emerged: Contextual Preparedness Gap; Classroom Disruption and Management Vulnerability; Instructional and Procedural Adaptation; Collaborative Resource Mobilization; Structural and Cultural Constraints; and Identity and Professional Transformation. These categories were integrated through the central phenomenon of Navigating Inclusive EFL Teaching and Adaptive Classroom Management and the core category of Iterative Adaptive Resilience. The findings informed the Teacher Resilience and Instructional Adaptation Framework (TRIAF).