Paper Key : IRJ************735
Author: Jennyfer Audan Mandabon
Date Published: 10 Oct 2023
Abstract
This study evaluated the relationships between readiness and efficacy of teachers in handling learners with Special Educational Needs (LSENs). The design used is descriptive-correlational method approach. Study population was comprised of thirty (30) receiving elementary teachers in selected school at the first district of Division of Davao Oriental. The instruments used was adopted from the study of Dioso et.al (2022) and Kazanopoulos et.al (2022). The finding reveals that there is a high level of readiness among teachers in handling learners with special needs. This readiness is crucial to ensure the effective education and inclusion of students with diverse learning requirements. The data also demonstrates a high level of efficacy among teachers in handling LSENs. Effective collaboration with parents and professionals, managing disruptive behaviors, and implementing inclusive instruction methods are vital for providing a supportive and inclusive educational environment. The results of this study provide evidence that the strong positive correlation between teachers readiness and efficacy underscores the importance of adequately preparing and supporting teachers in handling LSENs. Policymakers should consider these findings when shaping policies related to teacher training, educational reforms, and resource allocation to ensure that teachers receive adequate support and training to effectively handle learners with special needs.Keywords: Learners with Special Educational Needs (LSENs), Inclusive Education, Readiness, Efficacy.
DOI LINK : 10.56726/IRJMETS45144 https://www.doi.org/10.56726/IRJMETS45144