Assessing Teacher Readiness and Institutional Support for Special Needs Education Program of a Private School

Abstract

This research examined the relationship between teacher readiness and institutional support in implementing Special Needs Education (SNEd) within a private basic education setting. Conducted at Silliman University Elementary School, the research aimed to determine the school’s preparedness to transition from a mainstream to an inclusive system in alignment with Philippine inclusive education mandates. Using a mixed-method triangulation design, the study involved 39 elementary teachers handling inclusive classes. Respondents were selected through total population sampling and profiled based on age, teaching experience, educational attainment, and SPED-related training. Data were gathered using a researcher-made survey questionnaire and interview guide. Weighted mean, frequency, percentage, and Pearson’s r correlation were used to measure teacher readiness (knowledge, attitude, and self-efficacy) and institutional support in terms of training, resources, and administrative leadership. Results showed a significant positive relationship between teacher readiness and institutional support. Qualitative findings further highlighted themes on professional development, resource availability, administrative support, community engagement, and systemic challenges. The study concludes that inclusive education is strengthened when teachers are adequately trained and supported by responsive institutional systems. It recommends the implementation of Project EMBRACE, an intervention promoting teacher empowerment, improved resource allocation, and stronger parent-school collaboration to sustain inclusive literacy practices and enhance the quality of education for learners with special needs.