A Study on Immersive Training Approaches and their Effect on Special Education Teacher Readiness

Abstract

This study aimed to examine the relationship between immersive training experiences and the readiness and effectiveness of SPED teachers in Mandaue City. The study employed a descriptive-correlational research design involving thirty (30) SPED teachers from Mandaue City Central School (CS) SPED Center and Mandaue City SPED National High School. Data were gathered using a researcher-made structured questionnaire consisting of three parts: respondents’ profile, immersive training experiences, and teacher readiness and effectiveness indicators. Statistical treatments included frequency, percentage, weighted mean, and Pearson’s r correlation. Results revealed that immersive training was rated “Very High” (Mean = 4.28) in impact, while teacher readiness and effectiveness were likewise rated “Very High” (Grand Mean = 4.28). Respondents excelled in differentiated instruction (Mean = 4.49) and classroom behavior management (Mean = 4.37), but scored lower in instructional planning and IEP implementation (Mean = 3.99). The test of relationship indicated a weak yet significant positive correlation (r = 0.367, p = 0.046) between immersive training and teacher readiness/effectiveness, thereby rejecting the null hypothesis. The study concludes that immersive training is a critical determinant of SPED teacher preparedness. As an output, an Immersive Training Enhancement Program (ITEP) was designed to strengthen IEP implementation, mentoring, collaborative learning, and evidence-based teaching practices to sustain professional growth and improve inclusive education delivery.