Teachers’ Narratives on Challenges Faced in Transitioning from Regular Education to Self-Contained Special Education Classroom

Abstract

This qualitative study explored the stress experiences, coping mechanisms, and support systems of twelve teachers transitioning from regular education to self-contained special education (SPED) classrooms. Semi-structured interviews were conducted with purposively selected teachers who had one month to three years of experience teaching in self-contained SPED classes. The gathered data were analyzed using Braun and Clarke’s six-phase thematic analysis framework. Findings revealed that teachers encountered interconnected contextual, technical, and psychosocial challenges, including inadequate training, heavy documentation workload, instructional uncertainty, behavioral management difficulties, emotional overwhelm, and delayed professional fulfillment. Despite these difficulties, teachers coped through mentorship and collegial support, self-directed learning, emotional adjustment, resilience, and structured classroom practices such as routines, visual supports, and experiential strategies. The findings further revealed that coping was shaped by the interaction of context, competence, and support systems, consistent with the Coping-Competence-Context Theory of Teacher Stress. Based on these findings, a transition support program was proposed to strengthen teacher preparation, mentoring, emotional support, and professional development for teachers transitioning into self-contained SPED classrooms.