Special Needs Education (SNEd) Professional Development Trainings on Teachers' Instructional Competence and Inclusive Teaching Practices
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examined Special Needs Education (SNED) professional development trainings in relation to teachers’ instructional competence and inclusive teaching practices in public elementary schools in the MIMAROPA Region, Philippines. Using a quantitative descriptive-correlational design, the study involved 34 regular or permanent teachers selected through total enumeration of the accessible population. Data were gathered through an expert-validated, pilot-tested researcher-made questionnaire and analyzed using frequency, percentage, mean, standard deviation, independent-samples t-test, one-way analysis of variance, Pearson product-moment correlation, and simple linear regression at the .05 level of significance. Results showed Very High instructional competence in lesson planning and preparation (M = 3.64, SD = 0.30), instructional delivery (M = 3.56, SD = 0.31), classroom management (M = 3.87, SD = 0.25), and assessment practices (M = 3.59, SD = 0.31). Inclusive teaching practices were Very High in differentiated instruction (M = 3.74, SD = 0.29), inclusive strategies and accommodations (M = 3.62, SD = 0.25), and adaptation of teaching and learning materials (M = 3.48, SD = 0.38), while Filipino Sign Language and other communication strategies were rated High (M = 3.12, SD = 0.38). Instructional competence did not significantly differ by age, sex, teaching experience, or number of SNED-related trainings. A significant positive association was found between instructional competence and inclusive teaching practices (r = .395, p = .021). However, the number of SNED-related trainings did not significantly predict instructional competence (R² = .000, p = .909) or inclusive teaching practices (R² = .071, p = .128). The findings indicate the need to sustain existing strengths while strengthening communication accessibility and emphasizing the quality, relevance, and classroom application of professional learning rather than training frequency alone.
Author: Fillarca, Lerry
Institution: University of Perpetual Help System DALTA
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7214595277