Problems and coping mechanisms of regular education teachers in inclusive setting in selected schools in the Philippines and Taiwan: A comparative analysis

• Main Author: Hsu, Tsui-Chu (Selena)
• Format: text
• Language: English
• Published: Animo Repository 2002
• Subjects: Life skills; Self-help techniques; Teachers; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2636
• Institution: De La Salle University

This study compares the problems and coping mechanisms of regular education teachers in inclusive setting in selected schools in the Philippines and Taiwan. The study seeks to find out the problems they encountered in inclusive setting, their coping mechanisms for the problems encountered, and the effectiveness of such coping mechanisms in dealing with problems encountered in inclusive setting.Respondents from the Philippines consisted of regular classroom teachers from the mainstreamed or inclusive classes of P. Gomez, Sta. Ana, M. Hizon, P. Burgos and Jose Rizal Elementary Schools in Metro Manila. In Taiwan, respondents were from the mainstreamed or inclusive classes of Chong-San, Nei-Hu, Li-Shan, Hui-Nong and Che-Tong Elementary Schools in Capital Taipei.In the Philippines and Taiwan regular education teacher in an inclusive setting consider Teachers' Preparedness, School Administrative and Support System, Pupils' Behavioral and Related Problems as serious problems they encountered.In addressing the problems raised by the respondents from both groups, they used coping mechanisms in all problem areas. As to coping mechanisms, teacher respondents in the Philippines and Taiwan believe that their coping mechanisms are moderately effective while the Taiwan respondents believe that their coping mechanisms are effective. Based on the data gathered from the study, the researcher concluded that there is no significant difference between Filipino and Taiwanese teachers in teachers' preparedness-professional preparation/training, school, administrative and support system and coping mechanisms. However, there is a significant difference in teachers' preparedness-teachers' personal qualities and pupils' behavioral problems by the Filipino and Taiwanese teachers. Likewise, there is a significant difference between the coping effectiveness among Filipino and Taiwanese teachers.It is recommended that a formal training program for administrators, teachers and parents be designed. There must also be proper monitoring in the implementation of inclusion program to assist teachers of the two countries to effectively handle inclusive classes. A necessary preparation program for students from both the regular and special education classes is also suggested.