Assessment of Teachers' Skills in Handling an Inclusive Classroom and Performance of Learners with Varied Learning Needs

Abstract

This study on teachers’ self-assessment of skills in handling inclusive classrooms and learners with varied needs aimed to evaluate the relationship between teachers perceived pedagogical skills and student performance in Southern Negros Occidental. The research employed a descriptive-correlational design, including fifty-six (56) teachers selected through simple and stratified random sampling. A validated 10-item self-assessment questionnaire measured teachers’ skills in differentiated instruction, classroom management, and inclusive strategies, while student performance was taken from secondary data. The reliability test conducted among 15 teachers generated an excellent result using Cronbach’s Alpha. Data analysis utilized mean, standard deviation, and Spearman Rho correlation. Results indicated that teachers rated their skills in handling inclusive classrooms as very high across all domains. Learners with varied needs also performed very satisfactorily. A significant positive correlation was found between the use of collaborative and inclusive teaching strategies and learner performance, suggesting that effective pedagogical support directly influenced student outcomes. The findings underscored teachers’ high self-efficacy in inclusive education, which contributed to improved learner performance. The study concluded that fostering teachers’ competencies in inclusive practices positively impacted student achievement, emphasizing the importance of professional development and collaborative teaching frameworks. Based on these findings, it was recommended that district supervisors support ongoing training, teachers maintain and refine inclusive strategies, and parents actively participate in supporting learners. Additionally, learners with diverse needs should continue to receive tailored support to ensure their full participation and academic success in inclusive settings.