Abstract
This study examines the relationship between teachers' knowledge of inclusive education and their skills in managing inclusive classrooms. The survey assessed teachers' knowledge across 17 items and their skills across 7 items, using a 5-point Likert scale. Results indicate that teachers possess a high level of knowledge about inclusive education, with an aggregate weighted mean of 4.40, categorized as highly knowledgeable. Their skills in handling inclusive classes are also strong, with an aggregate weighted mean of 4.03, indicating they are generally skillful. A statistically significant moderate positive correlation (r = 0.517, p = 0.001) was found between teachers' knowledge and their skills, suggesting that increased knowledge of inclusive education is associated with enhanced skills in classroom management. These findings highlight the need for continuous professional development to further improve teachers' effectiveness in inclusive educational settings.
https://doi.org/10.22016/wjher.4.2
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22019/wjher.4.2Pages: 213-222Published: 07-08-2024Copyright: Copyright (c) 2024 Mary Lou Undaloc, 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 CiteUndaloc, ML., Espina, R., Mangubat, R., Anora, H., Calasang, V., Pantaleon, A. (2024).Empowering Inclusive Education: Unveiling the Proficiency of Teachers. World Journal on Education and Humanities Research, 4(2), 213-222. https://doi.org/10.22019/wjher.4.2
How to CiteUndaloc, ML., Espina, R., Mangubat, R., Anora, H., Calasang, V., Pantaleon, A. (2024).Empowering Inclusive Education: Unveiling the Proficiency of Teachers. World Journal on Education and Humanities Research, 4(2), 213-222. https://doi.org/10.22019/wjher.4.2