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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
de Castro, Luningning B.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Unveiling The Lived Experiences of School Heads in Managing Intergenerational Diversity among Proficient Teachers Lazaro, Bryan Louis G.; de Castro, Luningning B.; Henson, Luzale D.; Cainglet, Ronnie G.; del Rosario, Ligaya Z.; Buhain, Vivian I.; Tiratira, Niclie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 9 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.09.31

Abstract

This transcendental phenomenological study explored the lived experiences of school heads in managing intergenerational diversity among proficient teachers in public elementary schools in Noveleta, Cavite. Through in-depth interviews, participant observations, and document analysis, the study revealed how generational differences impacted school management practices. Seven key themes emerged: Intergenerational Dynamics and Work Culture, Leadership and Adaptive Management Strategies, Technological Evolution and Pedagogical Adaptation, Communication, Collaboration, and Team Cohesion, Coping with Change and Navigating Resistance, Personal Well-being and Professional Growth, and Cultural and Societal Influences. The findings highlighted that school heads faced distinct challenges when managing generational gaps in work ethics, discipline, and professional values. Older generations of teachers, such as Baby Boomers and Generation X, exhibited stronger work ethics and commitment, often working through breaks to ensure student learning. In contrast, younger generations, particularly Generation Y and Z, were perceived to prioritize work-life balance and demonstrated less initiative. These differences posed significant challenges in fostering collaboration and innovation within schools. School heads employed adaptive strategies, such as empathetic leadership, fostering open communication, and promoting flexible solutions to bridge these generational divides. Moreover, the study emphasized the need for school management to address stereotypes and biases associated with different generations, creating inclusive environments that promoted cohesion and mutual respect. The implications extended to educational policies and professional development programs aimed at fostering intergenerational understanding and improving staff relations.
Exploring the Adaptability of Foreign Special Education Teachers Working with Students with Special Needs in Columbia South Carolina Bautista, Neil Arvin V.; De Castro, Luningning B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 11 (2025): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.11.36

Abstract

Foreign teachers of students with special needs undergo the process of adaptation as they face different work dynamics. This phenomenological study aimed to explore the experiences of adaptation among foreign teachers in teaching learners with disabilities in South Carolina. Seven (7) foreign Special Education teachers teaching in South Carolina, who have participated in the interviews. Through thematic analysis, the study revealed themes to describe their lived experiences, views in working in the Special Education setting in South Carolina, and their adaptation to work. In terms of lived experiences, teachers described their experiences with themes such as: journeying through emotional and reflective realities of teaching; relationship building and collaboration; managing institutional demands and complex student needs; and adapting instruction and demonstrating pedagogical creativity. Foreign Special Education teachers viewed themselves of having global perspectives contribute to enriching the school community; and play the role of being the builder of inclusive, trusting, and culturally responsive educational spaces were also highlighted in the study. Findings also reveal that teachers adapt through instructional and professional adaptation; relational and collegial adaptation; and cultural integration and adjustment as ways on how they adapt to the teaching environment in the USA. The essence of foreign Special Education teachers’ experiences is captured by resilience, ongoing process of transformation, adaptation, and cultural integration, highlighting their critical role in enriching inclusive school environments. These findings highlight the need for culturally responsive training, supportive leadership, and inclusive policies to empower foreign Special Education teachers in U.S. classrooms.  
Exploring the Adaptability of Foreign Special Education Teachers Working with Students with Special Needs in Columbia South Carolina Bautista, Neil Arvin V.; De Castro, Luningning B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 11 (2025): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.11.36

Abstract

Foreign teachers of students with special needs undergo the process of adaptation as they face different work dynamics. This phenomenological study aimed to explore the experiences of adaptation among foreign teachers in teaching learners with disabilities in South Carolina. Seven (7) foreign Special Education teachers teaching in South Carolina, who have participated in the interviews. Through thematic analysis, the study revealed themes to describe their lived experiences, views in working in the Special Education setting in South Carolina, and their adaptation to work. In terms of lived experiences, teachers described their experiences with themes such as: journeying through emotional and reflective realities of teaching; relationship building and collaboration; managing institutional demands and complex student needs; and adapting instruction and demonstrating pedagogical creativity. Foreign Special Education teachers viewed themselves of having global perspectives contribute to enriching the school community; and play the role of being the builder of inclusive, trusting, and culturally responsive educational spaces were also highlighted in the study. Findings also reveal that teachers adapt through instructional and professional adaptation; relational and collegial adaptation; and cultural integration and adjustment as ways on how they adapt to the teaching environment in the USA. The essence of foreign Special Education teachers’ experiences is captured by resilience, ongoing process of transformation, adaptation, and cultural integration, highlighting their critical role in enriching inclusive school environments. These findings highlight the need for culturally responsive training, supportive leadership, and inclusive policies to empower foreign Special Education teachers in U.S. classrooms.  
Co-Authors Bautista, Neil Arvin V. Buhain, Vivian I. Cainglet, Ronnie G. del Rosario, Ligaya Z. Henson, Luzale D. Lazaro, Bryan Louis G. Tiratira, Niclie L.