The Role Of Professional Development In Enhancing Pedagogical Practices Of Teachers In Inclusive Classroom
Keywords:
Inclusive education, instructional practices, professional development inclusive practices, educational programs, action plan, descriptive-correlational, Mambaling National High School, Division of Cebu CityAbstract
This research aimed to assessed the role of professional development in enhancing pedagogical practices of teachers in inclusive education at Mambaling National High School in the Division of Cebu City for school year 2024-2025 as basis for an action plan. Among the 42 respondents, the majority were female and the largest age groups are 44–48 years and 34–38 years. In terms of highest educational attainment, majority of the teachers, 71.43% (30 individuals), have attained a master’s level of education, Lastly, on the training attended, only 23.81% (10 individuals) have attended training. The extent of implementation of instructional improvement programs and services for learners with special needs had an aggregate mean of aggregate mean score of 2.96 (SD = 0.84) reflects that, overall, the instructional improvement programs are being implemented. While the level of respondents’ pedagogical practices for educating learners with special needs at Mambaling National High School in the Division of Cebu City, with an aggregate mean of 3.31 (SD = 0.70) the respondents demonstrated a high level of competence in implementing pedagogical practices for inclusive education. With regards to the level of challenges that teachers face in accessing professional development programs, the most significant challenges are related to the unavailability of relevant professional development opportunities for inclusive education (WM = 3.33, SD = 0.85) and the lack of financial resources to attend such programs (WM = 3.36, SD = 0.73), both categorized as "Extremely Challenged." Using the Pearson product moment correlation test, the study found out there is a moderate positive relationship between the implementation of instructional programs and the pedagogical practices for the education of learners with special needs, leading to the rejection of the null hypothesis (Ho) and indicating a statistically significant relationship. Additionally, the test on the relationship between the implementation of instructional programs and the challenges in accessing professional development programs showed a weak negative correlation between the two variables, also leading to the rejection of the null hypothesis (Ho) and confirming a statistically significant relationship. To enhance the connection between program implementation and effective pedagogical practices, it is essential to provide specialized training on inclusive teaching strategies. Additionally, the development and implementation of a comprehensive action plan are strongly recommended to improve instructional practices and better address the diverse needs of students with special needs.
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