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UCU GS Research Journal
PROBLEMS ENCOUNTERED IN CLASSROOM MANAGEMENT BY
SPECIAL EDUCATION TEACHERS
LORNA E. CABALLERO

This study determined the degree of the problems encountered in classroom
management by the SPED teachers in the divisions of Pangasinan during the SY 2015-2016.
Specifically, it looked into the following 1) profile of the SPED teachers in terms of age, sex,
civil status, highest educational attainment, number of years of teaching experience and the
number of relevant trainings attended in the district, division, regional, national and international
levels 2) degree of seriousness of the problems encountered in the classroom management by
the SPED teachers 3) significant difference between the degree of seriousness of the problems
encountered in classroom management by the SPED teacher across their profile variables and 4)
the significant relationships between the degree of seriousness of the problems encountered in
classroom management by the SPED teachers and their profile variables
The findings are summarized in the order of which the problems and hypothesis were
raised in the study: majority of the SPED teachers belong to age bracket 31-40, females, married,
have earned their masteral units, below 5 years of teaching experience, and have attended 7
or more trainings in the district level. The degree of seriousness of the problems encountered
in classroom management by the SPED teachers had a grand overall weighted mean of 2.10
denoting a descriptive equivalent rating of “Slightly Serious”
Based on the results of the findings, the researcher arrived at the following conclusions
the SPED teachers widely vary in their profile and at certain instances their variation are in
extreme cases, and are distinctively female dominated group of teachers. The SPED teachers
had “Slightly Serious” problems in classroom management which need to be addressed for better
instructional performance. The SPED teachers are not significantly comparable in the degree of
seriousness of the problems that they encountered in classroom management at certain times
and at certain situations, but there are times and cases when they are on the other hand,
comparable. At .05 level of significance, there are no relationships that exist between the degree
of seriousness of the problems encountered in classroom management by the SPED teachers
and their profiles variables.
In the light of findings and conclusions the following are hereby recommended: the
SPED teachers should take their own initiative to complete their masteral degree and should
undergo professional upgrading through trainings and seminar workshops in the national and
international levels. The school administrators should have a rigid supervision to monitor the
problems encountered in classroom management by the SPED teachers in order to address
the slightly serious problem. There should be careful selection of variables that can predict the
degree of seriousness of the problems encountered in classroom management.
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