2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Untalan, Mary Grace N.*
Divine Word College of San Jose, Philippines (marygrace.untalan@deped.gov.ph)
Rayton, Maria Pura C.
Divine Word College of San Jose, Philippines (maria.pura.crayton@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study aimed to identify the level of challenges encountered by Special Needs Education (SNED) teachers in inclusive classroom settings. The researcher employed an exploratory sequential approach; descriptive problems were analyzed using descriptive statistics in SPSS version 26, and Partial Least Squares Structural Equation Modeling (WARP-PLS-V7) was used to establish relationships among variables. Stratified random sampling was used to select teacher-respondents from the San Jose East District. Based on the respondents’ perceptions, five challenges were encountered: resources and training, communication gap, emotional strain, parental involvement, and classroom management. The results suggested that persistent communication gaps and classroom management challenges underscored the need for consistent, open communication channels among stakeholders, along with strengthened support linkages with local government units (LGUs) and non-governmental organizations (NGOs) to improve programs and services that address the learning needs of students with disabilities. The study revealed a significant relationship between teachers’ educational attainment and teaching performance. Likewise, a significant relationship was established between emotional strain experienced by SNED teachers and their teaching performance. These emphasized the importance of pursuing advanced studies to enhance professional competence and highlighted the value of counseling and peer support systems in promoting teachers’ emotional resilience, benefiting both teachers’ well-being and students’ success. The study recommends the focused training programs, strengthening collaborative initiatives and institutional linkages, and the systematic consideration of its proposed action plan.
Keywords: Special Needs Education, teacher performance, challenges in SNED, inclusive education, SNED in secondary level
DOI: https://doi.org/10.5861/ijrse.2026.26705
Cite this article:
Untalan, M. G. N., Rayton, M. P. C., & Galay-Limos, J. A. (2026). Special needs education and its challenges to San Jose East District High School teachers. International Journal of Research Studies in Education, 15(10), 61-77. https://doi.org/10.5861/ijrse.2026.26705
* Corresponding Author