QualiSearch Journal of Educational Research and Practice
January 2026 | Volume 2, Issue 1 | ISSN 3082-5636
Understanding Faith-Inspired Moral Reasoning in the Political Consciousness of Vienna-Based Filipino Students and the Role of Religious Mentors: A Grounded Theory Basis for Ethical and Civic Leadership Formation
Frederick G. Esguerra
The United Nations Office at Vienna, Wien, Austria
frederick.esguerra@un.org
Abstract
This study examined how faith-inspired moral reasoning influences the political consciousness of Vienna-based Filipino students and explored the role of religious mentors in their ethical and civic leadership formation within a diaspora context. Using a qualitative Grounded Theory design, data were collected through in-depth, semi-structured interviews with purposively selected Filipino university students and religious mentors actively engaged in faith formation within the Filipino community in Vienna, Austria. Through iterative coding, constant comparative analysis, and analytic memo writing, the study identified a recursive process linking faith-inspired moral grounding, reflective discernment, relational mentorship, and adaptive civic engagement. Findings revealed that faith functions primarily as an internal moral anchor shaping ethical judgment, self-regulation, and civic awareness rather than as a determinant of partisan political alignment. Moral reasoning emerged as the interpretive mechanism through which students assessed political and social realities, particularly within Vienna’s plural and multicultural environment. Religious mentors and faith communities played a mediating role by fostering dialogue, modeling ethical conduct, and entrusting youth with responsibility, thereby reinforcing leadership as lived ethical practice. The study advances an Ethical and Civic Leadership Formation Framework that conceptualizes leadership as a dynamic, relational, and faith-informed process enacted through everyday responsibility. These findings contribute to scholarship on moral development, diaspora youth, and civic leadership formation in transnational settings.
Keywords: faith-inspired moral reasoning; political consciousness; ethical leadership; civic leadership formation; diaspora youth
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/faith-inspired-moral-reasoning-in-the-political-consciousness
The Balancing Act: A Grounded Theory of Instructional Decision-Making by Special Education Teachers in Inclusive General Education Classrooms
Krizia B. Inguito
Duval County Public Schools, Jacksonville, Florida, USA
kriziainguito@gmail.com
Abstract
Inclusive education requires special education teachers to make complex instructional decisions within dynamic general education classroom contexts. This qualitative study generated a grounded theory explaining how special education teachers make instructional decisions in inclusive classrooms and how insights from their lived experiences can inform the development of a reflective practice journal template. Using grounded theory methodology, data were collected through in-depth, semi-structured interviews with eight special education teachers employed in the inclusion program of Duval County Public Schools in Jacksonville, Florida. Constant comparative analysis revealed instructional decision-making as a cyclical, context-responsive, and ethically grounded process shaped by standards and IEP alignment, real-time instructional adaptation, collaborative engagement, and systematic reflection. Reflection emerged as the central mechanism connecting instructional experiences to professional growth, enabling teachers to evaluate effectiveness, address misconceptions, and refine future strategies. The resulting Reflective Practice Journal Template operationalizes this decision-making cycle into structured components that support contextual analysis, documentation of instructional actions, evaluation of student responses, ethical reflection, and forward planning. By articulating a process-oriented model grounded in teachers’ lived realities and translating it into a practical professional tool, the study contributes to the literature on inclusive education and reflective practice while offering a sustainable framework for strengthening adaptive and equity-oriented instruction in inclusive classrooms.
Keywords: inclusive education, grounded theory, instructional decision-making, reflective practice, special education teachers
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/instructional-decision-making-by-special-education-teachers
From Survival to Growth: Developing a Grounded Theory of Professional Learning Pathways of Non-SPED Teachers as Basis for a Capacity-Building Roadmap in Inclusive Classrooms
Anabelle B. Bengdaen
Easter College Incorporated, Baguio City, Philippines
banelle46@gmail.com
Abstract
Inclusive education reforms increasingly position non-special education (non-SPED) teachers at the forefront of addressing learner diversity in mainstream classrooms. However, limited research has theorized how these teachers construct professional learning pathways as they navigate inclusive demands without formal special education training. This study employed a constructivist grounded theory approach to examine how non-SPED teachers in selected private educational institutions in Baguio City develop professional learning trajectories from survival-oriented engagement toward growth-oriented practice. Data were generated through in-depth semi-structured interviews and analyzed using iterative phases of open, axial, and selective coding supported by constant comparison and analytic memo writing. Findings revealed that teachers’ entry into inclusive classrooms is commonly marked by emotional disruption characterized by fear, uncertainty, overwhelm, and self-doubt. In response, teachers initially rely on survival-oriented strategies such as seeking collegial and parental support, engaging in self-directed learning, and implementing immediate instructional adjustments. Over time, repeated engagement, reflection, and contextual negotiation facilitate more intentional, reflective, and adaptive practices. Professional learning emerged as a non-linear and contextually embedded process shaped by institutional conditions, relational commitments, and evolving professional identities. The study generated a grounded theory conceptualizing movement between survival and growth orientations and translated this into a Capacity-Building Roadmap for Inclusive Classrooms to inform teacher development and institutional support.
Keywords: inclusive education, non-SPED teachers, constructivist grounded theory, professional learning pathways, capacity building
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/professional-learning-pathways-of-non-sped-teachers
From Rhythm to Movement: A Grounded Theory of Regulating Movement Through Rhythmic Alignment in Inclusive Physical Education
Perlas L. Reyes
Sun Valley National High School, Parañaque City, Philippines
perlas.labaco.reyes@gmail.com
Abstract
Rhythm and percussive music are increasingly integrated into Physical Education (PE) to support movement coordination; however, prevailing approaches often assume that rhythm functions as a uniform enhancer of motor performance. This study developed a grounded theory explaining how coordination emerges in rhythm-integrated inclusive PE from learners’ lived experiences. Using a constructivist grounded theory design, in-depth semi-structured interviews were conducted with fifteen students with special educational needs at Sun Valley National High School in Parañaque City, Philippines. Participants engaged in rhythm-supported PE activities involving ball-handling and locomotor tasks performed under varying tempo conditions. Data were analyzed through iterative coding, constant comparison, and analytic memoing. Findings revealed that coordination outcomes were shaped not by rhythm alone but by learners’ ability to regulate movement in relation to rhythmic cues. The core process identified—regulating movement through rhythmic alignment—captured how students negotiated tempo, task complexity, sensory input, emotional state, and peer interaction to maintain movement control. Coordination gains occurred when alignment was successfully regulated, resulting in improved timing, confidence, and engagement. Conversely, coordination breakdowns emerged when regulatory demands exceeded learners’ capacities. The resulting Coordination Enhancement Framework conceptualizes rhythm as a conditional regulatory resource and provides a learner-centered model for inclusive PE practice.
Keywords: Physical Education, movement coordination, rhythm-integrated instruction, grounded theory, inclusive education
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/regulating-movement-through-rhythmic-alignment-in-inclusive-pe
Teachers’ Practices in Implementing MAVE: A Case Study in Anuban Rayong School Toward a Multisensory Teaching Guide for Vocabulary Development
Rachelle May B. Baliton
Anuban Rayong School, Mueang Rayong District, Rayong, Thailand
rbaliton1994@gmail.com
Abstract
This qualitative case study explored teachers’ practices in implementing the Multisensory Approach to Vocabulary Enrichment (MAVE) in primary English-as-a-Foreign-Language (EFL) classrooms at Anuban Rayong School in Rayong Province, Thailand. Anchored in Multisensory Learning Theory, Dual Coding Theory, and Sociocultural Theory, the study examined how teachers conceptualize, enact, and adapt multisensory vocabulary instruction and how these practices inform the development of a structured instructional resource. Data were generated through in-depth interviews, classroom observations, and document analysis involving five English teachers. Thematic analysis revealed that teachers view MAVE as a flexible, learner-centered framework integrating visual, auditory, tactile, and kinesthetic modalities. Participants employed layered strategies such as flashcards, repetition, gestures, movement-based activities, songs, and games to reinforce vocabulary meaning and retention. Teachers reported increased learner engagement, improved recall, and greater participation, particularly among hesitant students. Implementation, however, was shaped by contextual factors including time constraints, large class sizes, and limited resources, requiring adaptive planning and structured classroom management. Engagement with multisensory pedagogy also contributed to teachers’ professional reflection and creativity. Based on these findings, the study developed a Multisensory Teaching Guide for Vocabulary Development designed to be context-responsive, low-cost, and adaptable to primary EFL settings. The study underscores the value of grounded, teacher-informed multisensory practices in supporting inclusive and sustainable vocabulary instruction
Keywords: multisensory instruction, vocabulary development, English as a foreign language, primary education, qualitative case study
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/teachers-practices-in-implementing-mave
The Lived Experiences of Teachers in Promoting Self-Efficacy Among K–3 Learners with Disabilities Through Universal Design for Learning in Inclusive Classrooms
Rica Paula E. Racelis
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
ricaempleo@gmail.com
Abstract
Inclusive education requires more than physical placement; it demands intentional cultivation of learners’ confidence, autonomy, and sustained engagement. This descriptive phenomenological study explored the lived experiences of six Special Education teachers in promoting self-efficacy among Kindergarten to Grade 3 learners with disabilities through the Universal Design for Learning (UDL) framework in inclusive classrooms of a private elementary school in Quezon City. Guided by Bandura’s social cognitive theory and analyzed using Colaizzi’s method, in-depth semi-structured interviews generated themes reflecting how teachers conceptualize and operationalize self-efficacy in early inclusive settings. Findings revealed that self-efficacy is experienced as observable, incremental competence built through structured mastery experiences, emotional regulation integration, relational trust, and systemic collaboration among teachers, parents, therapists, and administrators. UDL-informed scaffolding—such as visual schedules, differentiated templates, and gradual prompt-fading—enabled access to attainable successes, while consistent belonging and emotional safety supported academic risk-taking. The study also identified reciprocal teacher efficacy, wherein witnessing learner growth strengthened instructional persistence. As a practical contribution, the research produced a Self-Efficacy Enhancement Toolkit translating phenomenological insights into structured classroom supports. The findings position self-efficacy development as a sustained, relational, and ecosystem-based process essential to inclusive early childhood education.
Keywords: self-efficacy, inclusive education, Universal Design for Learning, early childhood education, phenomenology
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/promoting-self-efficacy-among-k-3-learners-with-disabilities
Charting Futures: Special Needs Education Teachers’ Experiences in Designing Individualized Education Plans to Foster Learner Autonomy
Sandra Leah A. Arpia
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
avenasandraleah@gmail.com
Abstract
This phenomenological study explored how special needs education teachers in Oriental Mindoro design and implement Individualized Education Plans (IEPs) to foster learner autonomy while sustaining interdependence within a rural Philippine context. Drawing on in-depth, semi-structured interviews with eight licensed special education teachers from public schools, the study examined how autonomy is conceptualized, operationalized, and negotiated amid cultural, institutional, and resource constraints. Thematic analysis revealed that teachers view autonomy not as isolated independence but as a supported and developmental capacity cultivated through relational scaffolding, structured routines, gradual release of responsibility, peer support, and family collaboration. Observable indicators such as reduced prompting, task initiation, independent completion of functional tasks, and appropriate help-seeking behaviors were used to monitor progress. Findings further indicate that IEPs function as adaptive and context-sensitive tools rather than static compliance documents, requiring continuous adjustment in response to learner readiness and systemic realities. Interdependence emerged as an intentional educational goal grounded in communal values emphasizing shared responsibility and relational care. The study culminated in the development of a Framework for Interdependence that integrates relational scaffolding, contextual responsiveness, adaptive professional agency, and culturally mediated autonomy. By foregrounding teachers’ lived experiences in a rural setting, the study contributes a culturally grounded and practice-oriented perspective to inclusive education scholarship and offers guidance for strengthening autonomy-supportive IEP design in similar contexts
Keywords: special needs education, Individualized Education Plans, learner autonomy, interdependence, inclusive education
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/designing-individualized-education-plans-to-foster-learner-autonomy
The Rosamond Gamification Process Model: A Grounded Theory on the Role of Gamified Instruction in Developing Conceptual Understanding in High School Biology
Walter R. Boltron
Rosamond High Early College Campus, Rosamond, California, USA
boltronwalter@gmail.com
Abstract
This qualitative study developed a grounded theory explaining the role of gamified instruction in fostering conceptual understanding in high school biology within an early college context. Motivated by persistent student disengagement during abstract and cognitively demanding topics, as well as heightened expectations for college readiness, the study examined how teachers conceptualize, design, implement, and refine gamified instructional practices. Data were generated through semi-structured interviews with six biology teachers at Rosamond High Early College Campus and analyzed using iterative open, axial, and selective coding supported by constant comparison. Findings revealed that teachers experience gamification not as a discrete technique or technological add-on, but as an intentional, standards-aligned instructional process. Gamified strategies were anchored in conceptual objectives and designed to scaffold explanation, application, and collaborative reasoning. Implementation was mediated by contextual factors such as time, technological access, and administrative support, which teachers negotiated through professional judgment. Participants reported perceived improvements in students’ articulation of biological concepts, earlier identification of misconceptions, and broader engagement across learners. These integrated findings culminated in the Rosamond Gamification Process Model, which conceptualizes gamification as a recursive instructional process initiated by pedagogical tensions and sustained through reflective evaluation of learning outcomes. The study contributes a teacher-centered framework that advances understanding of gamified instruction in secondary science education.
Keywords: gamified instruction, conceptual understanding, grounded theory, biology education, early college high school
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/the-rosamond-gamification-process-model
Constructing Mindfulness as Contextualized Co-Regulation: A Grounded Theory of SPED Teachers’ Management of Impulsivity Among Students with Learning Disabilities
Warren G. Racelis
University of Perpetual Help System- DALTA, Las Piñas City, Philippines
warren.gracelis@gmail.com
Abstract
This study developed a substantive grounded theory explaining how Special Education (SPED) teachers construct and interpret mindfulness-based interventions (MBIs) in managing impulsivity among students with learning disabilities in a Philippine elementary school. Guided by a Straussian–constructivist grounded theory approach, the study involved seven SPED teachers handling learners from Kindergarten to Grade 6. Data were generated through semi-structured interviews and analyzed using open, axial, and selective coding with constant comparative analysis and theoretical memoing. The findings revealed that teachers do not implement mindfulness as a formal therapeutic program; rather, they construct it as contextualized co-regulation embedded within daily classroom routines. Impulsive disruption activates teacher-mediated regulatory responses, including breathing exercises, counting sequences, and structured calming pauses. Implementation is moderated by classroom heterogeneity, institutional constraints, and parental expectations, resulting in adaptive and flexible enactment. Over time, repeated cycles of co-regulation contribute not only to behavioral stabilization and restoration of instructional flow but also to teacher identity transformation and professional growth. The emergent core category, constructing mindfulness as contextualized co-regulation, integrates five interrelated processes: managing impulsive escalation, embedding routine-based mindfulness, navigating implementation variability, responding to structural moderation, and experiencing professional development. The grounded theory reframes MBIs as relational, adaptive, and structurally mediated practices within inclusive education contexts.
Keywords: grounded theory, mindfulness-based interventions, co-regulation, impulsivity, special education
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/constructing-mindfulness-as-contextualized-co-regulation
Cultural Heritage Meets Artificial Intelligence: Exploring the Tensions of Teaching Traditional Martial Arts in China’s Digital Age
Xin Zhiguo
Wuxi Institute of Technology, Jiangsu, China
singchigo@163.com
Abstract
This qualitative phenomenological study explored how instructors of Wushu and Tai Chi Chuan in a Chinese vocational college experience and navigate the tensions of teaching traditional martial arts in an era shaped by artificial intelligence, algorithmic media, and digital distraction. Anchored in Cultural Sustainability Theory, Postdigital Theory, and the Technological Pedagogical Content Knowledge (TPACK) framework, the study sought to understand how educators reconcile cultural preservation with digitally conditioned student expectations and institutional constraints. Data were generated through semi-structured, in-depth interviews with ten martial arts instructors teaching at Wuxi Institute of Technology in Jiangsu Province, China. Thematic analysis revealed that instructors experience persistent tensions between depth and speed, embodiment and quantification, and cultural meaning and performance-oriented metrics. Participants described digitally altered student engagement characterized by shortened attention spans and expectations for instant feedback. In response, instructors adopted pedagogical strategies grounded in protecting slowness, foundational drills, storytelling, and relational mentorship, while integrating technology selectively and ethically as a supplementary tool. Central to their experiences was a strong self-identification as cultural custodians responsible for safeguarding the integrity of traditional martial arts. The study culminated in the development of a Culturally Sustainable Pedagogical Framework emphasizing embodiment-first learning, ethical boundary-setting around technology, and the primacy of human relationships in cultural transmission within postdigital vocational education contexts.
Keywords: cultural sustainability, postdigital pedagogy, traditional martial arts, Wushu, Tai Chi Chuan
https://www.qualisearchjournal.org/archive/volume-2-issue-1-january-2026/tensions-of-teaching-traditional-martial-arts-in-chinas-digital-age
