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| Natura: | Recurso digital |
| Lingua: | Antico inglese |
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2026
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| Accesso online: | https://doi.org/10.5281/zenodo.19675363 |
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| _version_ | 1866901358919024640 |
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| author | MARIA LIZA A. ACERO NELITA F. BELENA, PhD. |
| author_facet | MARIA LIZA A. ACERO NELITA F. BELENA, PhD. |
| contents | <p>Teachers of Special Education (SPED) were central to inclusive education, yet their effectiveness was shaped by demographic characteristics, administrative support, and professional challenges. Thus, this descriptive-correlational study examined 50 teacher profiles, perceived administrative support, challenges in parental involvement, collaboration, teaching materials, and workload, and the relationship between support and challenges they faced at Cugman Elementary School and East City Central School, Division of Cagayan de Oro City. Data were analyzed through descriptive statistics, ANOVA, and Pearson correlation to determine differences in perceptions based on teacher profiles and the relationship between administrative support and challenges. It was found that age and years of teaching experience significantly influenced perceptions, while sex did not. Younger and older teachers reported greater difficulties in parental involvement, while novice teachers struggled more with collaboration and family engagement. Veteran teachers faced evolving family dynamics. Administrative support was generally strong across instructional, emotional, and resource domains, though disparities emerged in emotional support and responsiveness. Challenges were manageable, with collaboration and workload perceived as well-handled. However, gaps were noted in SPED-specific materials, role clarity, and IEP documentation. Statistical analysis confirmed significant differences by age and experience, and a significant though low correlation between administrative support and challenges. Additionally, administrative support functioned as a protective factor, mitigating but not eliminating challenges. Thus, an administrative plan was proposed to foster resilience and sustain SPED teachers’ effectiveness in inclusive education.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19675363 |
| institution | Zenodo |
| language | ang |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Administrative Support and The Challenges Faced by Special Education (SPED) Teachers in Cagayan MARIA LIZA A. ACERO NELITA F. BELENA, PhD. Administrative Plan, Administrative Support, Inclusive Education, Special Education, Teacher Challenges <p>Teachers of Special Education (SPED) were central to inclusive education, yet their effectiveness was shaped by demographic characteristics, administrative support, and professional challenges. Thus, this descriptive-correlational study examined 50 teacher profiles, perceived administrative support, challenges in parental involvement, collaboration, teaching materials, and workload, and the relationship between support and challenges they faced at Cugman Elementary School and East City Central School, Division of Cagayan de Oro City. Data were analyzed through descriptive statistics, ANOVA, and Pearson correlation to determine differences in perceptions based on teacher profiles and the relationship between administrative support and challenges. It was found that age and years of teaching experience significantly influenced perceptions, while sex did not. Younger and older teachers reported greater difficulties in parental involvement, while novice teachers struggled more with collaboration and family engagement. Veteran teachers faced evolving family dynamics. Administrative support was generally strong across instructional, emotional, and resource domains, though disparities emerged in emotional support and responsiveness. Challenges were manageable, with collaboration and workload perceived as well-handled. However, gaps were noted in SPED-specific materials, role clarity, and IEP documentation. Statistical analysis confirmed significant differences by age and experience, and a significant though low correlation between administrative support and challenges. Additionally, administrative support functioned as a protective factor, mitigating but not eliminating challenges. Thus, an administrative plan was proposed to foster resilience and sustain SPED teachers’ effectiveness in inclusive education.</p> |
| title | Administrative Support and The Challenges Faced by Special Education (SPED) Teachers in Cagayan |
| topic | Administrative Plan, Administrative Support, Inclusive Education, Special Education, Teacher Challenges |
| url | https://doi.org/10.5281/zenodo.19675363 |