Inclusive education readiness of elementary teachers: Assessing training needs in special education competencies as basis for contextualized School Learning Action Cell (SLAC)

Abstract

This study assessed the priority training needs of non-SNED-trained elementary teachers at Gen. P. del Rosario Elementary School for School Year 2026–2027, as a basis for a contextualized School Learning Action Cell program. Using a quantitative descriptive-correlational design, data were gathered through a researcher developed questionnaire administered to all 39 non-SNED-trained teachers through total enumeration. Respondents rated their level of importance of and level of competence in 14 competencies across three domains: early recognition of learner support needs, school-based referral and collaboration, and positive behavior support. Findings showed that respondents were predominantly female (94.87%) and Teacher III (66.67%), yet 43.59% had not attended any training related to inclusive education. Respondents rated all three domains as highly important (grand mean = 4.57), with school-based referral and collaboration rated highest (4.66), while their self-rated competence was lower (grand mean = 4.20), particularly in early recognition of learner support needs (3.94). A Pearson correlation revealed a significant, weak positive relationship between importance and competence (r = 0.326, p = 0.043), leading to the rejection of the null hypothesis. Based on these findings and the respondents’ preferred session arrangements, a contextualized School Learning Action Cell program was proposed, anchored on an action plan targeting the domains with the widest gap between importance and competence. The study recommended that the school administration and Learning Action Cell coordinator adopt the action plan as part of the school’s continuing professional development program for inclusive education.