Competency and Preparedness of Teachers in Managing Learners with Diverse Learning Needs: Basis for A Targeted Professional Development Program

This study assessed the competency and preparedness of teachers in managing learners with diverse learning needs as a basis for developing a targeted professional development program. Specifically, it examined teachers’ competency in terms of instructional strategies, classroom management, assessment and evaluation, and adaptation of teaching methods/differentiated instruction, as well as their preparedness in terms of knowledge and understanding of inclusive education, skills and teaching practices, availability and utilization of instructional resources, and emotional and psychological readiness. A descriptive-correlational research design was employed involving 84 teachers from the Schools Division of Pasig City who were managing or had experience managing learners with diverse learning needs. Data were gathered using a researcher-made questionnaire validated by three experts with a Content Validity Index (CVI) of 0.70 and tested for reliability through pilot testing. A four-point Likert scale was used, and data were analyzed using frequency and percentage distribution, weighted mean, standard deviation, t-test, One-Way ANOVA, and Pearson Product-Moment Correlation at the 0.05 level of significance. The findings revealed that teachers demonstrated a Highly Evident level of competency across all domains. Teachers also showed a Highly Evident level of preparedness in knowledge and understanding of inclusive education, skills and teaching practices, and emotional and psychological readiness, while availability and utilization of instructional resources was rated Evident. Significant differences were found in classroom management when grouped according to years of teaching experience, and in skills and teaching practices and emotional and psychological readiness when grouped according to school level handled. Furthermore, a significant positive relationship existed between teachers’ competency and preparedness, indicating that higher competency is associated with greater readiness in managing diverse learners. Based on the findings, a Targeted Professional Development Program was proposed focusing on inclusive education practices, differentiated instruction, classroom management, assessment adaptation, instructional resource development, collaboration, and teacher emotional readiness. The program aims to strengthen teachers’ capacity to provide responsive and inclusive learning experiences for learners with diverse learning needs.