Challenges and management effectiveness of teachers in inclusive classrooms for learners with special needs

Abstract

This study aimed to determine the challenges and management effectiveness of teachers in inclusive classrooms for learners with special needs at Mandaue City Central Elementary School, Mandaue City, Cebu during the school year 2025–2026 as a basis for an action plan. The study employed a descriptive-correlational research design with a quantitative approach. Thirty-two (32) teacher-respondents were selected through purposive sampling. The adapted questionnaire from Sharma et al. (2012) underwent expert validation and pilot testing, yielding Cronbach’s Alpha values of 0.89 for Challenges and 0.91 for Management Effectiveness. Data were analyzed using descriptive and inferential statistics. Findings revealed that teachers were predominantly female, aged 46 and above, holding Teacher 3 position, with Master’s units and over 12 years of experience, and 90.63% had attended inclusive education trainings. The aggregate level of challenges was “Often Experienced” with Resources and Support as the most challenging domain. Management effectiveness was rated “Very High”. A significant difference in effectiveness was found only according to sex (p=0.001). Significant positive correlations existed between all challenge domains and effectiveness, with Classroom Management showing the strongest correlation (r=0.746). The study concluded that despite high self-perceived effectiveness, gaps in resources, training, and IEP implementation persisted. A proposed “Action Plan for Enhancing Teacher Management Effectiveness and Addressing Challenges in Inclusive Classrooms at Mandaue City Central Elementary School” was developed to address these gaps.