Authors : Marichou R. Gargar

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/2v3s68j8

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DOI : https://doi.org/10.38124/ijisrt/25dec795

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Abstract : This descriptive correlational study was conducted to determine the extent of readiness of special education (SPED) teachers and the well-being of mainstream learners in public elementary schools in Kapalong West District, Division of Davao del Norte, and to ascertain the significant relationship and influence between the variables. The study utilized a non- experimental quantitative research design using a descriptive correlational approach. The respondents were 110 public elementary school teachers selected via Slovin's Formula. Data were collected using a modified teacher-made survey questionnaire anchored on Bandura's Social Cognitive Theory and Vygotsky's Sociocultural Theory. Statistical tools employed included Mean, Pearson Product Moment Correlation Coefficient, and Regression Analysis. The findings revealed that the readiness of SPED teachers across all four domains (Pre-Service Training, In-Service Support, Resources, and Attitudes and Beliefs) was rated as very extensive. Similarly, the well-being of mainstream learners (physical, emotional, and social) was also rated as very extensive. A strong positive and statistically significant relationship was found between teacher readiness and learner well-being ($r = 0.710, p < 0.05$). Furthermore, the regression analysis showed that Pre-Service Training, In-Service Support, and Resources significantly and positively influence the well-being of mainstream learners, with In-Service Support being the strongest predictor. The domain of Attitudes and Beliefs did not emerge as a significant predictor. The study concludes that the high level of SPED teacher preparedness, particularly in terms of training and resource provision, is instrumental in ensuring the comprehensive well-being of mainstream learners in inclusive settings. It is recommended that the Department of Education (DepEd) reinforce policies that enhance teacher readiness through sustained, structured training and the consistent provision of adequate learning resources to further improve the quality and inclusivity of public elementary schools.

Keywords : Special Education Teacher Readiness, Inclusive Education, Learner Well-Being, Descriptive Correlational, Kapalong West District.

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