Behavior Intervention Plans (BIPs) are essential tools special education teachers use to manage and improve challenging behaviors among learners with special needs. While widely mandated, little is known about how educators perceive and implement these plans in authentic classroom contexts. This study employed qualitative descriptive research design to understand the perceptions of tenured special education teachers in implementing BIPs in a public school setting in Mati City, Philippines. Further, this study was anchored in the Theory of Planned Behavior (TPB). The study comprised ten special education teachers and was selected using purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzis (1978) seven-step thematic analysis method. The findings revealed five major themes: (1) Teachers Attitudes Toward the Use of BIPs, (2) Influence of Subjective Norms on the Use of BIPs, (3) Perceived Behavioral Control in Implementing BIPs, (4) The Intention to Use Behavior Intervention Plans, and (5) Actual Behavior about Attitudes, Subjective Norms, and Perceived Behavioral Control. While participants expressed a strong commitment to using BIPs, many reported the need for strategic adaptation and flexibility to address real-world constraints. These findings highlight the importance of sustained professional development, institutional support, and collaborative practices to bridge the gap between policy and practice. Schools can better support teachers in implementing effective behavioral interventions by addressing individual and contextual challenges.

Behavior Intervention Plans (BIPs)

Special Education

Teacher Perceptions

Classroom Behavior Management

Qualitative Research

Implementation Barriers