Classroom Management Problems and Coping Strategies of Special Education Teachers and Administrators: Inputs for an Intervention Program

Abstract

INTRODUCTION

Teachers who are handling pupils with special needs play a very delicate role in the realization of the Department of Education's concept. They have to bridge the gap between a life that is filled with tremendous trials and discrimination to one where learners with special educational needs (LSEN) are treated fairly and are given equal regard and opportunity in the educational field. The difficulty of teachers in handling these learners are inevitable. It cannot be denied that only few teachers in the districts of San Mateo I and II are trained in special education and only two (2) out of fourteen elementary schools have SpEd programs yet every school are obliged to cater to all pupils regardless of his/ her needs and abilities.

METHODS

This study utilized the descriptive method of research. The sources of data in this study were thirty (30) special education teachers/ regular teachers handling pupils with special learning needs and thirty (30) administrators from the public elementary schools in San Mateo I and San Mateo II. To determine the classroom management problems and coping strategies of special education teachers and administrators, weighted mean was utilized. To identify if there is a significant relationship between the perceptions of the respondents regarding classroom management problems and the coping strategies they employed, Pearson Product -Moment Correlation Coefficient was used.

RESULTS

The SPED teachers and administrators themselves Often (O) encountered the classroom management problems in terms of instructional and facility factors as seen in the overall weighted mean values of 2.92 and 3.15 respectively. The SPED teachers Often (O) employed coping strategies in the four (4) aspects of management while the administrator respondents Very Often (VO) employed coping strategies as seen in the weighted mean values of 3.37 and 3.35, respectively. There is a significant relationship between the classroom management problems encountered by the two groups of respondents and their coping strategies. An intervention program for Special Education in the District of San Mateo I and San Mateo II was proposed.

DISCUSSIONS

All special education classrooms must be equipped with technology to aid in the teaching-learning processes. A sufficient budget is one of the key aspects in the successful delivery of a quality special education program. School administrators should tap other agencies and higher authorities to achieve this goal. SpEd teachers, school administrators and stakeholders should work together to achieve special education goals.