Pedagogical Effectiveness and Demographic Correlates of Non-SNED Teachers in Inclusive Classrooms

Education

This quantitative descriptive-correlational study investigates the demographic profiles and perceived pedagogical effectiveness of non-Special Needs Education (non-SNED) teachers handling Special Needs Education (SNED) learners in inclusive elementary classrooms within Tandag City Division, Surigao del Sur. A purposive sampling method, complemented by a snowball technique, was employed to select 68 non-SNED elementary teachers actively teaching SNED learners during the 2024-2025 school year. Data were collected using a researcher-developed, expert-validated questionnaire and analyzed to determine correlations and significant differences based on teacher profiles. Findings reveal that non-SNED teachers generally hold positive attitudes toward inclusive education, yet face significant gaps in formal training and preparedness to effectively implement inclusive practices. The study also found no significant variations in pedagogical effectiveness across most demographic groups, suggesting the need for universally accessible capacity-building initiatives. These results provide valuable empirical evidence to guide policymakers, educators, and administrators in designing targeted interventions that enhance inclusive education practices and promote equitable learning environments for all learners. The study recommends enhance teacher training program, increasing administrative involvement, and institutionalizing support mechanism to empower non-SNED teachers in fostering inclusive education.

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