Assessing Teachers’ Competencies and Pedagogical Practices in Inclusive Classes of Exceptional Students

Abstract

This study explored the competencies and pedagogical practices of public-school teachers in the Philippines in managing inclusive classes for exceptional students. Specifically, it aimed to assess the teachers’ profile, level of competence, and extent of utilization of inclusive teaching strategies, as well as determine the relationship between their competencies and pedagogical practices. A descriptive-correlational research design was used, and the study was conducted at Cebu Technological University during the school year 2025–2026. Purposive sampling was employed to select 42 public school teacher-respondents enrolled at the university. Data were gathered using a three-part researcher-made questionnaire: Part 1 focused on the teachers’ profile (age, years of experience, training); Part 2 measured their level of competence in handling inclusive classes (10 items); and Part 3 assessed their extent of utilization of pedagogical practices (10 items). The data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson’s r. Results showed that most teachers had relevant teaching experience and some training in inclusive education. The respondents demonstrated a high level of competence in managing inclusive classes and frequently employed appropriate pedagogical practices. A strong positive correlation was found between the teachers’ level of competence and their extent of utilization of inclusive teaching strategies, indicating a statistically significant relationship. The study concludes that teachers with higher competence in inclusive education tend to implement more effective teaching practices. It is recommended that further research be conducted to validate and strengthen these findings and to support continuous professional development in inclusive education.