ABSTRACT
The study assessed the self-efficacy of teachers teaching Learners with Special Educational Needs (LSEN’s) in the elementary level in Region III during the School Year 2018-2019.
Descriptive survey of research was used in the study with a questionnaire as the main instrument in gathering data and information from a total of one hundred seventy-two (172) special educations teachers who were randomly selected in the schools' divisions of Region III.
The researcher concluded that the SPED teacher-respondent is female in her early adulthood, single, graduate of Bachelor in Elementary Education (BEED), specialized in Special Education, Teacher-I, with minimum teaching load, had been in teaching for a decade, and teaching SPED program for more than half of a decade and attended few numbers of training and seminars. The teacher-respondents were "High Efficacy" on Instructional Strategies, Class Management Efficacy, Enlist Parental Involvement, Community Involvement, Create Positive Climate respectively. However, "Moderate Efficacy" to Student Involvement, Influence to Decision Making, and Influence to School Resources respectively. There is a significant difference in the perceived efficacy on Instructional Strategies, Class Management Efficacy, Pupil's Involvement, Instructional Efficacy, and Efficacy to Enlist Community Involvement and Efficacy to create a positive climate when grouped according to the teaching position. There is a significant difference in the perceived efficacy to Influence School Resources when grouped according to age. There is a significant difference in the perceived efficacy to Enlist Parental Involvement of teachers when grouped according to a teaching position and the number of times they have attended Special Education Trainings. There is a significant difference in the perceived dimensions of the efficacy of the Special Education Teachers as to Instructional Strategies, Class Management Efficacy, Enlist Parental Involvement, Community Involvement, Create Positive Climate, Student Involvement, Influence to Decision Making and Influence to School Resources respectively. The proposed intervention is entitled the Regional SPED Seminar-Workshop on Making Instructional Materials and Teaching Resources for Learners with Special Educational Needs.
In the light of the findings and conclusions, the researcher recommends that the teachers teaching in the SPED program are encouraged to pursue their masters and doctoral education in order to be more competent in teaching student with special needs; that the school may have organized a faculty capability program aimed at providing competence and enhance teaching capability for children with special needs; that the SPED teachers shall be provided with school programs and activities to increase their efficacy to Influence to School Resources, to Student Involvement and to Influence Decision Making; that there is a need for training workshops for SPED teachers on Efficacy on Student Involvement, Efficacy on Influence to Decision Making and Efficacy on Influence to School Resources; that the proposed Intervention Plan to improve efficacy of the Special Education teachers teaching Learners with Special Educational Needs in Elementary Level in Region III must be approved and be implemented; and for future researchers may conduct an in-depth, wider scope and parallel study with inclusion of work performance and satisfaction of Special Education Teachers to validate findings.
Keywords: efficacy, teachers, learners, special educational needs, elementary level, Region III
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