Professional Development and Instructional Practices Among Special Education Teachers of PardoElementary School
Keywords:
Special education, Sentiments, Instructional Practices, Professional Development, Descriptive-correlational design,Cebu, PhilippinesAbstract
This study aimed to analyze professional development undertakings concerning the extent of teachers' instructional practices in handling special education (SpEd) classes. This research employed a quantitative descriptive correlational research design with 10 SpEd Teachers from Pardo Elementary School as respondents. A researcher-made survey questionnaire was utilized. Employing weighted means to get the extent of the SpEd teacher’s instructional practice in terms of (1) structured practices and (2) student-centered practices and the Chi-square test of independence and ANOVA in determining the significant relationship and difference. The study’s empirical findings revealed that most of the teachers were 41-40 years of age and 50% of them were master’s graduates. Having a different specialization with close to 3 to 6 years of teaching experience and mostly having a training of beyond 24 hours. Lastly, the Test of Significant Difference in the respondents' extent of instructional practices when grouped by age, Highest Educational Attainment, Years in Handling SpEd Classes, and Number of Training, Learning, and Development Attended presented no significant differences. Based on the findings of the study, the researcher concluded that the demographic profile of the respondents and their professional development undertakings did not directly correlate to the extent of the teacher's instructional practices in handling Special Education (SpEd) classes however, a proposed professional development plan can significantly contribute to total and holistic implementation of the sped teachers in their instructional practices.
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