Level of Teachers' Training in Inclusive Education and Their Sense of Efficacy

Abstract

The study examined the training level of teachers in inclusive education and their sense of efficacy. The research involved 120 randomly selected teacher-respondents from public elementary schools in Talisay District, Division of Batangas, Philippines. The descriptive-quantitative approach was used, with a validated survey questionnaire for data gathering. The result showed that most respondents were females above the age of 41, with over 21 years of experience teaching at the elementary level, a master's degree, and special education training. The level of teacher training was low, but their sense of efficacy in student engagement, instructional strategies, and classroom management was very high. The respondents' sense of efficacy in instructional strategies differed significantly based on age and years of teaching at the elementary level. However, there was no significant difference in student engagement and classroom management in terms of gender, educational attainment, and training in special education. There was a significant relationship between the levels of efficacy in student engagement and training in inclusive education. The study recommends that school district leaders prioritize training programs focusing on inclusive educational practices, specifically concerning student engagement. Teachers can enhance their effectiveness in inclusive education by seeking professional development opportunities, collaborating with colleagues, reflecting on and adapting instructional approaches, embracing diversity, staying informed about research and best practices, and utilizing resources like special education professionals and instructional mentors. Future research should focus on the efficacy of teacher preparation programs and inclusive education-focused interventions.