Behavioral Challenges in Thai Inclusive Classrooms: A Phenomenological Study of Foreign Teachers

Abstract

Background and Aims: Thailand’s education reform increasingly relies on foreign English teachers to strengthen students’ language proficiency, global competitiveness, and cross-cultural learning experiences. This phenomenological study aimed to explore the lived experiences of foreign teachers in managing behavioral challenges, including disruptive, withdrawn, and aggressive behaviors, within inclusive classrooms in Thai government schools. It sought to identify the challenges encountered, strategies employed, coping mechanisms developed, and to propose a synergistic plan for improved inclusive classroom management. Study Design: Qualitative phenomenological study. Place and Duration of Study: Pathum Thani Province, Thailand, during the 2024‑2025 school year. Methodology: Fifteen foreign teachers with at least three years of teaching experience in Thai inclusive government schools were purposively selected. In‑depth, semi‑structured one‑on‑one interviews were conducted, audio‑recorded, and transcribed verbatim. Data were analyzed using a modified Colaizzi seven‑step thematic analysis with MAXQDA software. The study was guided by Bronfenbrenner's Ecological Systems Theory and Vygotsky's Social Constructivism. Theoretical triangulation and bracketing were employed to ensure rigor. The study was confined to Filipino teachers from government primary schools. Limitations include potential non‑generalizability beyond this context, reliance on self‑reported data without observational or multi‑perspective triangulation, and the cross‑sectional, depth‑focused nature of phenomenological inquiry. Results: Seven core themes emerged: (1) Contradictory System (structural barriers, diagnostic ambiguity, authority disparity), (2) Relational Practice (trust and rapport as foundational), (3) Pedagogical Repertoire (flexible management strategies), (4) Adaptive Teacher (emotional labor, reflexivity, identity as reflective pragmatist), (5) Language as Primary Hurdle (translation fatigue, role distortion), (6) Inclusion in Practice (compassion‑driven, unsupported), and (7) Behavioral Ecology (cyclical, socially contagious misbehavior). Language barriers and authority disparity were identified as the most pervasive challenges. Teachers reported significant emotional toll and professional isolation due to systemic contradictions between inclusive policy and unsupported practice. Conclusion: Inclusive classroom management cannot rely on individual teacher resilience alone. Systemic contradictions transfer institutional burdens onto foreign educators. The proposed CIRCLE Synergistic Model (Collaborative, Intercultural, Reflective, Community‑Led Ecosystem) offers a multi‑tiered framework to redistribute adaptation demands across coordinated ecological support systems, thereby improving inclusive education quality in cross‑cultural Thai contexts.