Julieta Papasin, Raymond Espina, Randy Mangubat, Honorio Anora, Veronica Calasang, Annabelle Pantaleon
Abstract
This study investigates the relationship between teachers' knowledge of inclusive education and their skills in managing inclusive classrooms. Utilizing a descriptive-correlational research design, data were gathered through a modified questionnaire, administered to 32 teachers across day and night programs. The findings reveal that teachers possess a high level of knowledge about inclusive education, with an aggregate weighted mean of 3.94, and demonstrate substantial skills in handling inclusive classes, with an aggregate weighted mean of 4.03. The results also show a moderate positive correlation (r = 0.604) between knowledge and skills, which is statistically significant (p = 0.000). This indicates that increased knowledge is associated with enhanced skills in inclusive education practices. The study highlights the importance of continuous professional development to further improve teachers' effectiveness in inclusive educational settings.
https://doi.org/10.22016/wjher.4.2
Keywords
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22018/wjher.4.2Pages: 203-212Published: 07-08-2024Copyright: Copyright (c) 2024 Julieta Papasin, Raymond Espina, Randy Mangubat, Honorio Anora, Veronica Calasang, Annabelle PantaleonOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CitePapasin, J., Espina, R., Mangubat, R., Anora, H., Calasang, V., Pantaleon, A. (2024).Revealing Teachers Expertise: Empowering Inclusive Education. World Journal on Education and Humanities Research, 4(2), 203-212. https://doi.org/10.22018/wjher.4.2
How to CitePapasin, J., Espina, R., Mangubat, R., Anora, H., Calasang, V., Pantaleon, A. (2024).Revealing Teachers Expertise: Empowering Inclusive Education. World Journal on Education and Humanities Research, 4(2), 203-212. https://doi.org/10.22018/wjher.4.2