Learning Delivery Readiness of Special Education Teachers in Secondary Schools in Camarines Norte, Philippines

Abstract

This study aimed to determine the learning delivery readiness of special education teachers in secondary schools in Camarines Norte. The study tested the hypothesis that there is no significant relationship between the profile of the special education teachers and receiving teachers, and the level of readiness in the learning delivery of special education teachers in secondary school in Camarines Norte. The study covered 324 respondents composed of special education teachers and receiving teachers. Descriptive research method was used in the gathering and treatment of data. Frequency count and percentage were employed to determine the number of respondents characterized by each of the items in the profile. Weighted mean and adjectival ratings were utilized in marking the level of readiness of special education teachers in secondary schools in Camarines Norte and the challenges faced by the teachers in the implementation of the special education curriculum program for students with special educational needs. Somer’s Delta using the SPSS software was used in determining the significant relationship between two variables which is the respondent’s profile and the level of readiness in the learning delivery of special education teachers in secondary schools in Camarines Norte. The findings of the study are summarized as follows: 1) Majority of the teachers are female with a total of 244 or 75 percent, and 195 or 60 percent are married. Among the 324 respondents 310 or 95 percent of them are receiving teachers, and most of them are 5 years and below in their position with the frequency of 60 or 49 percent, 213 or 65 percent of the respondents have attended 1-3 relevant trainings and most of them with units in Master’s Program with a frequency of 169 or 52 percent. 2) Level of readiness of special education teachers in secondary schools in Camarines Norte in terms of learning delivery got an overall weighted mean of 3.23 and interpreted as moderately ready, while in terms of learning resources the overall weighted mean of 2.82 and interpreted as moderately ready, and in terms of facilities and equipment a overall weighted mean score of 2.89 or interpreted as moderately ready. 3) The p-values of .003 and .002 respectively indicate that the relationships are statistically significant. The null hypothesis is not rejected. 4) The research revealed that challenges faced by the teachers in the implementation of the special education curriculum program for students with special educational needs in terms of facilities and equipment are considered significant challenge with a total weighted mean score of 3.71, while in terms of training a total weighted mean score of 3.81 or interpreted as significant challenge. Furthermore, in terms of the learning resources a total weighted mean score of 3.83 or interpreted as significant challenge and in terms of the learning strategies a total weighted mean of 3.64 or interpreted also as significant challenge. 5) The research also revealed that the common problems encountered by the learners with special educational needs in terms of the facilities and equipment got a total weighted mean of 3.64 interpreted as major problem, while in terms of the mode of instruction a total weighted mean of 3.71 or interpreted as major problem, while in terms of the learning materials a total weighted mean of 3.91 or interpreted as major problem.