Professional needs of public secondary school teachers in implementing inclusive education: input to a training program

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dc.contributor.authorAdapang, Ceasaria B.
dc.date.accessioned2026-09-12T03:20:26Z
dc.date.available2026-09-12T03:20:26Z
dc.date.issued2025-10
dc.descriptionAbstract Only
dc.description.abstractTo promote inclusive education, this study assessed the professional development needs of 151 teachers at Benguet National High School using a quantitative-descriptive design. It focused on three areas: understanding learners with exceptionalities, managing inclusive classrooms, and using assistive technology. Findings emphasize the need for targeted training to better equip teachers in supporting diverse learners. Results showed that most respondents were female, aged 41435, pursuing graduate studies, and teaching multiple grade levels. While they had moderate knowledge of exceptional learners and classroom management, their understanding of assistive technology was limited. Few had received training in inclusive education, and competence varied by age and sex. To address these gaps, a Sustainable Upskilling Program was developed to better prepare teachers for inclusive practices.
dc.identifier.citationAdapang, C.B. (2025). Professional needs of public secondary school teachers in implementing inclusive education: input to a training program. [Unpublished Master's Thesis]. Don Mariano Marcos Memorial State University – South La Union Campus, Agoo, La Union. Lakasa ti Sirib, DMMMSU Institutional Repository.
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2533
dc.language.isoen
dc.publisherDon Mariano Marcos Memorial State University - South La Union Campus
dc.sdgSDG 4
dc.titleProfessional needs of public secondary school teachers in implementing inclusive education: input to a training program
dc.typeThesis
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