The level of competency of teachers in the implementation of inclusive education: (Record no. 14966)

000 -LEADER
fixed length control field 02687nam a22002297a 4500
001 - CONTROL NUMBER
control field 14966
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730115620.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 240513t xxu||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2023 473
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Dimacuha, Marvin H.
245 ## - TITLE STATEMENT
Title The level of competency of teachers in the implementation of inclusive education:
Sub Title basis for a proposed training program/
Statement of responsibility, etc. Marvin H. Dimacuha.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2023.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. This study aimed to explore teachers' competency level in the implementation of inclusive education in Alfonso district S.Y. 2022-2023. The researcher used a mixed-methods research design to measure the level of competency of teachers in the inclusive education implementation. The researcher used modified-adopted survey questionnaires and a self-made interview guide to gather the needed data. Frequency and percentage were used to analyze the respondents' demographic profiles. One-way ANOVA was used to determine the significant difference in teachers' competency level in the implementation of inclusive education. This study used an independent sample T-test to compare teachers' competency in the implementation of inclusive education at Alfonso district S.Y. 2022-2023. The findings showed that most of the respondents were from the age group of 38-44, more female than male, and have been in the service for 6-11 years. The study revealed that there is no significant difference in the demographic profile of the respondents, which means that the teachers can manage the students with special needs and produce a conducive environment. Challenges experienced in designing lessons, DepEd no budget for SPED, motivating LWDS, and SPEDTacular: extreme challenges of SPED in modifications of instructions emerged. This study found that teachers can be competent when implementing inclusive education, regardless of their profile. Gender discrimination in the education system in the Philippines is no longer visible, and equal opportunities are given to both male and female teachers. To strengthen the support off inclusive education programs, schools and local governments should implement training involving the student, teachers, and administrators in school. The researcher proposed and adopted training to lessen the challenges and give more awareness to all teachers on how to properly handle the different natures of the students with special needs.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Teachers Competency.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Inclusive Education.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Elementary and Secondary Schools.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Training Program.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2023 473
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 2023 473 07/30/2026 07/30/2026 Theses/Dissertation