Instructional and Behavioral Challenges of Teachers in Implementing Inclusive Education: Basis for a Competency-Based L&D Program
DOI:
https://doi.org/10.67167/vertex.426Keywords:
instructional challenges, behavioral challenges, competency-based l & d program, inclusive educationAbstract
Secondary teachers in implementing inclusive education in Roxas–West District, SDO Isabela, and developed a competency-based interpretation of these challenges through an explanatory sequential mixed-methods design. Quantitative data were gathered from 103 teachers using a validated researcher-made questionnaire, while qualitative data were obtained from semi-structured interviews to further explain and contextualize the statistical results. Descriptive and inferential statistics, including Mann-Whitney U and Kruskal-Wallis tests, were used for quantitative analysis, while thematic analysis was applied to qualitative responses. Findings revealed that teachers experience a very high level of instructional challenges, particularly in lesson development, instructional delivery, and assessment. Teachers reported difficulty in differentiating instruction, modifying materials and developing inclusive assessments. Also, behavioral challenges were rated very high, especially in the area of handling learners with ADHD, emotional sensitivity and disruptive behaviors, which has a huge impact on the classroom dynamics. The results of the inferential analysis revealed no significant differences in the instructional and behavioral challenges based on age, sex, school affiliation, year level taught, and SPED training. The challenges faced are systemic rather than individual. Teachers described a gap between what they learned in theory and what they experienced in the classroom, particularly in relation to assessment and behavioral management. Despite these challenges, teachers also displayed commitment and resilience in responding to diverse learners in inclusive settings. The study concludes that there are interrelated instructional, behavioral and structural constraints that impede the implementation of inclusive education. The synthesis of findings underscores the need to enhance professional development and institutional support systems. Based on these results, it is recommended to develop a competency-based learning and development program to improve teachers’ skills in instructional adaptation, assessment strategies, and behavioral management to advance inclusive education practices.
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