Teaching Experience and Teacher Readiness in Implementing Individualized Education Programs in Philippine Public Schools

Abstract

This study examined the relationship between teaching experience and teacher readiness in implementing Individualized Education Programs (IEPs) in Philippine public schools. Using a quantitative descriptive-correlational design, the study involved general education teachers from selected public elementary and secondary schools in Laguna. Data were gathered through a validated researcher-made questionnaire measuring readiness in terms of knowledge of IEP policies and procedures, skills in developing and implementing IEP-related instructional strategies, attitudes toward inclusive education, and self-efficacy in handling learners with special needs. The instrument demonstrated acceptable reliability, with Cronbach’s alpha values ranging from .87 to .94. Frequency, percentage, weighted mean, standard deviation, Pearson correlation, and one-way analysis of variance were used to analyze the data. Findings revealed that teachers had high overall readiness in implementing IEPs, with the highest rating in attitudes toward inclusive education and the lowest rating in instructional skills. Teaching experience showed a significant weak positive relationship with overall readiness. Significant differences in readiness were also observed when teachers were grouped according to years of teaching experience. The most encountered challenges included limited training, lack of instructional resources, large class size, limited collaboration, and time constraints. The study concludes that teaching experience contributes to teacher readiness, but effective IEP implementation also requires specialized training, collaboration, instructional resources, and institutional support.