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UCU GS Research Journal
TEACHING CAPABILITY OF TEACHERS IN HANDLING
SPECIAL EDUCATION CLASSES
NIZZA IRENE J. GUIEB

This study determined the level of teaching capability of teachers in handling special
education classes and the problems encountered in handling special education classes.
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 teaching SPED and number of
relevant trainings attended (2) level of teaching capability of teachers in handling SPED classes
(3) degree of seriousness of the problems encountered by the SPED teachers in handling SPED
classes and (4) the proposed enhancement program to improved the capability of teachers in
handling SPED.
The descriptive method was used in this study which sought to describe the respondents
in terms of their profile variables as well as the level of teaching capabilities of teachers in
handling SPED classes.
The findings are summarized in the order of which the problems and hypothesis were
raised in this 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 division level. The level of teaching capability of teachers
handling SPED had an overall weighted mean of 4.24 denoting a descriptive equivalent rating
of “Highly Capable”. The degree of the problems encountered by the teachers handling SPED
classes had an overall weighted mean of 2.75 described as Moderately Serious.
Based on the aforecited findings in this study the following conclusions were formulated:
the SPED teachers have different profile variables and at certain instances their variations are in
extreme cases and are distinctive female dominated group of teachers. The SPED teachers are
highly capable in handling SPED classes particularly in the area of classroom management. The
SPED teachers encountered moderately serious problems in handling SPED classes.
On the basis of the salient findings and conclusions drawn, the following are hereby
recommended: The SPED teachers should take their initiatives to complete their Masteral degree
and continue upgrading their professional growth by attending in-service trainings in the national
and international levels. The school principal should have a close supervision to monitor the
problems encountered by teachers in handling SPED classes. The proposed enhanced program
to improve the capability of teachers handling SPED should be implemented. More appropriate
and relevant variables should be explored to better determine the capability of teachers in
handling SPED.

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