The Impact of Inadequate Working Conditions and Professional Development on Self-Efficacy in Inclusive Regular Classrooms

Abstract

This study explores how working conditions and professional development impact the self-efficacy of SPED teachers in inclusive classrooms. The main research question examines how these factors influence teachers' confidence and effectiveness in managing diverse classroom settings. By employing a case study methodology, the study delves deeply into the experiences of SPED teachers, providing a rich and comprehensive understanding of the subject. The qualitative component utilized a case study approach, involving semi-structured interviews, focus groups, classroom observations, and document analysis. Participants were SPED teachers from various public schools in Santo Tomas, Davao Region, Philippines. The data were analyzed thematically to identify key patterns and themes related to self-efficacy. Additionally, surveys were administered to collect quantitative data on teachers' working conditions, professional development experiences, and self-efficacy levels.