Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 39 no. 5 (2025)

Preparedness and Expertise of Public Elementary School Teachers in Teaching Learners with Special Educational Needs (LSENs)

James Alim | Cliff Kirl F. Lubon

Discipline: Education

 

Abstract:

This quantitative research study determined the levels of preparedness and expertise of teachers in public elementary schools in teaching Learners with Special Educational Needs (LSENs). This study provided significant information on what areas of teaching growth and development that teachers have to improve in order to teach learners with special educational needs effectively. The quantitative method sought to identify the levels of preparedness and expertise of teachers in teaching learners with special educational needs, the significant relationship between the two variables, and their significant differences when analyzed according to their demographic profile. The respondents were forty-five (45) teachers from central elementary schools who equally represented the 15 districts of General Santos City division. The analysis of the quantitative data was carried out by using a survey questionnaire for teachers made by the researcher. In analyzing the data, frequency, percentage, mean, Pearson r, ANOVA and Z-test were used. The overall mean of 3.60 indicated that the teachers were somewhat prepared in terms of Curriculum Planning and Implementation as well as in Professional Growth and Development whereas an overall mean of 3.20 also showed that they were competent teachers with regards to Multi-factored Assessment Tool (MFAT), Curriculum Knowledge Individualized Educational Planning, and Teaching Approaches. There was a strong positive correlation (r = 0.655) between the level of preparedness and the level of expertise of the teachers and the p-value was statistically significant at 0.000, indicating that the null hypothesis was rejected. The demographic profile did not affect teachers’ preparedness, but sex did affect their expertise as teachers with an F-value of 5.496 and a corresponding p-value of 0.024 which suggested to reject the null hypothesis. It was recommended that the teachers have to undergo enhancement training on Special Education Curriculum, Individualized Educational Planning, and Multi-factored Assessment Tool.



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