Teachers’ Preparedness in Crisis Prevention and Intervention in Inclusive Classrooms

Abstract

This study investigated the relationship between the level of knowledge in Special Education principles and the confidence of teachers in handling learners with disabilities at Tabok Elementary School I, Mandaue City Division, during the 2025–2026 school year, serving as a basis for the formulation of an Action Plan. The demographic profile of the respondents, including age, gender, highest educational attainment, teaching position, and years of teaching experience, was collected to provide essential context for interpreting the results. Data were gathered through a structured survey questionnaire, and descriptive statistics were used. The relationship between the two variables was examined using Pearson’s correlation coefficient. Findings revealed that the teaching workforce was predominantly young and female, with most holding bachelor’s degrees. The Teacher II group comprised the largest group, and the majority had 6–10 years of teaching experience. Teachers were moderately knowledgeable in Special Education principles, with higher ratings in understanding disabilities, effective classroom management, collaboration with SPED teachers, and use of assistive technologies. At the same time, knowledge of laws and designing IEPs were weaker areas. Confidence levels were also moderate, with higher confidence in managing classroom behavior and assessing learner progress, while communicating with parents was the lowest. Correlation analysis indicated a weak negative and statistically non-significant relationship between knowledge and confidence, suggesting that knowledge alone does not ensure higher confidence. The study concluded that teachers are moderately knowledgeable and confident, and recommended the implementation of an Action Plan focusing on specialized workshops, mentoring, and collaboration with SPED teachers to enhance both knowledge and confidence in inclusive teaching.