Assessing the Approaches and Challenges Encountered by Primary School Teachers in Managing Inclusive Classrooms
DOI:
https://doi.org/10.54536/ajiri.v3i2.2745Keywords:
Early Childhood Education, Inclusion, Inclusive Classroom, Primary Teachers' Approaches and Challenges Encountered, Descriptive Correlation, Cebu, PhilippinesAbstract
This study assessed how primary education teachers who handle inclusive classrooms utilized the teaching approaches and the challenges they experienced. This descriptive correlation study had 30 purposively selected teacher respondents who answered the researcher-made survey questionnaire containing ten indicators for the teaching approaches used and the ten challenges encountered. The data gathered were treated using descriptive and inferential statistics. The findings revealed that the respondents’ perceptions of their teaching approaches in managing the mainstream classroom in terms of: managing teacher-student interaction were generally positive opinion of the teaching methodologies used to manage teacher-student interaction; classroom conduct and demeanor was diverse; fostering logical development was favorable tendency towards it; and there was a general alignment with constructivist teaching methods but emphasizing opportunities for improvement. The respondents’ perception of the challenges encountered in fulfilling their role in an inclusive education setting highlighted the need for better teacher preparation, curricular adaptation, and inclusive and collaborative education. Targeted professional development, curriculum reform, and stronger parent partnerships could improve inclusive education and help all students succeed academically and socially. There was no significant relationship between teacher-student interactions and fostering logical development, and challenges experienced by the teachers. There was a significant relationship between the classroom conduct and demeanor, implementing a constructivist teaching approach and the challenges experienced by the teachers. It is recommended that educational institutions and policymakers should prioritize inclusive education teacher competency through focused professional development and collaboration among all stakeholders.
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