Submit a paper
Abstract
This study explored the challenges and preparedness levels of public and private school teachers in implementing inclusive education for students with special needs in Cebu City, Talisay City, and Cordova. Utilizing a descriptive-correlational design, the study examined the relationship between the challenges teachers face and their preparedness across four key areas: self-efficacy, self-help, social, and academic skills. Data was gathered through researcher-constructed survey questionnaires, with results analyzed statistically. Findings revealed that teachers face significant challenges in addressing the diverse needs of special education students, particularly in accessing resources, creating individualized learning plans, and managing behavioral issues. Teachers were rated as "prepared" at a basic level in addressing self-help, social, and academic skills, but "somewhat prepared" in fostering self-efficacy. Notably, there was no significant correlation between challenges and preparedness, indicating a disconnect between training and the practical realities of inclusive classrooms. The study underscores the need for targeted professional development, enhanced resource allocation, and stronger parental and institutional support to bridge this gap. These findings aim to guide the development of intervention programs to better equip teachers for inclusive education. https://doi.org/10.30076/wjher.4.4
Keywords
full textpdf
Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30076/wjher.4.4 Pages: 180-192Published: 12-13-2024Published: 1-2024(c) 2024 Ritchell Mabanag, Antonette Delicana,Princess Eva Igot, Regina Sitoy, Jemima Tandag, Randy Mangubat Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteMabanag, R., Delicana, A., Igot, P.E., Sitoy, R., Tandag, J., Mangubat, R. (2024). Teacher Readiness and Challenges in Inclusive Classrooms. World Journal on Education and Humanities Research, 4(4), 180-192. https://doi.org/10.30076/wjher.4.4

Call for Papers

Final Submission Date: 10th October 2024
Acceptance Notification Date: 30th November 2024