Socio-demographic profile, self-efficacy and institutional practices of teachers : basis for a professional development program in special education / Freddie A. Quinito. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2014.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

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ABSTRACT : This study explored and analyzed the respondents-teachers' socio-demographic profiles, as well as their relationship to instructional practices and the self-efficacy of the teacher-respondents in the special education setting. The following are the findings of the study: There is a significant relationship between educational attainment and total-efficacy among the respondents. The relationship between civil status and self-efficacy is not significant on one's total efficacy. In addition, no significant relationship was seen on total years of teaching experience and self-efficacy. While one's SPED teaching experience does not have a significant relationship with self-efficacy, the socio-economic status of teachers has a significant relationship on teachers personal efficacy, but has no significant relationship of socio-economic status and self-efficacy. This research also found that the respondents, whether with or without plans of going abroad to work, do not affect their total efficacy as classroom SPED teachers. In view of the significant findings of this study, the following conclusions are drawn: As between the respondents socio-demographic profile and instructional practices: educational attainment (Significant), age (not significant), number of years of teaching in general (not significant) number of years of teaching SPED (not significant), economic status (significant), gender (not significant), marital status (not significant), and migration plans (not significant). As between the respondents socio-demographic profile and self-efficacy; not significant in gender, age, educational attainment, number of trainings, civil status, teaching experience in totality, teaching SPED, socio-economic status, and plans of working abroad. As between the respondents instructional practices and general self-efficacy; curriculum planning (significant), organization, and management (significant); strategies and skills (significant); assessment planning and use of information (not significant); attitude toward school development (significant); equipping knowledge and skills to students (significant); support to school development (not significant). As a profession, teaching continues to be female-dominated, even in special education which, to some authors, requires more physical strength from male teachers in handling maladaptive behavioral concerns. Since teaching children with special needs requires a more physical strength from male teachers in handling maladaptive behavioral concerns, a campaign to attract more male SPED teachers would benefit the profession. It can also be recommended for the Department of Education to focus now on giving scholarships to SPED teachers for them to pursue their master's degrees since researchers have proven that self-efficacy is tied up with a teachers level of educational attainment. As regards trainings, the DepED can intensify their trainings to at least twice a year to increase the likelihood of a better self-efficacy among teachers. To attract more teachers in staying long in the SPED profession, this study recommends a two-fold recommendation: a better salary package and professional development in handling stress and burnout. As the findings also suggest lowest score points on the utilization of appropriate specialized and adaptive equipment, assistive technology, instructional materials, and supplies, it is recommended to expose SPED teachers to the technology and assistive devices that are available to their counterparts from across the globe. In this respect, the DepEd's financial resources can be now realigned to the purchase of more assistive technological devices, instead of continuous trainings on curriculum development and teaching strategies. Capitalizing on parent involvement is also helpful as it would help parents decide how well they can be more involved in their children's overall development. Parents can also given more roles in curriculum development as they have been neglected all along. Community-based, home-based, or any useful alternative special educational delivery methods should be strengthened, as this research reports a low instance of parent involvement. As the extent of respondents strategies and skills shows that although teachers adequately utilized appropriate adaptive equipment, assistive technology, instructional materials and supplies, it is still rated as the lowest among their strategies and skills. In this regard, the researcher recommends that the Department of Education put more budget on assistive facilities for special education. Keywords: profile, elf-efficacy; instructional practices, special education

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