As inclusive education evolves, Special Education (SPED) teachers must possess foundational knowledge and engage in continuous professional development to address the needs of all their students. This study investigated the effect of preservice training and in-service development activities on the self-efficacy of special education teachers in specific public schools in General Santos City, Philippines. According to Bandura's Social Cognitive Theory, this study investigates the impact of two teacher training components on educators' competence and confidence in performing various special education-related tasks. A descriptive-correlational research approach was employed, and 48 special education teachers were randomly selected from a cohort of educators. We used a validated survey instrument to gather data on respondents' demographic characteristics, the extent of preservice and in-service training they had undergone, and their levels of self-efficacy in 10 critical domains of special education practice. We employed statistical methods, including the mean, Pearson's correlation coefficient, and t-tests, to analyze the data. The findings indicated that preservice training was substantial (M = 3.38). It concentrated extensively on identifying student needs but did little to prepare instructors for facilitating student advancement to the next grade level. Conversely, in-service development activities were identified as extensive (M = 4.17), particularly in mentorship and collaboration. Teachers' self-efficacy was assessed as exceptionally high (M = 4.15), with the highest confidence exhibited when working in partnership with support personnel. A statistically significant moderate positive connection (r = +0.61) existed between in-service development and self-efficacy. The link with preservice training (r = +0.26) was weak and not statistically significant. The findings indicate that preservice training provides teachers with a foundational understanding; however, continuous and specialized professional development is more beneficial in enhancing the self-efficacy of SPED instructors. The study suggests that both components must be strengthened to enhance inclusive education outcomes.
Delima et al. (Thu,) studied this question.