IMCCRT-2024-8141 Title - School Administrators’ Management Preparedness and Support towards

Title - School Administrators’ Management Preparedness and Support towards Learners with Special Education Needs: Implications for a Training Design
Author's Name - Etidal Z. Dela Paz-Gallones
Abstract - This study was conducted to find out and determine the School Administrators’ management preparedness and support towards learners with special education needs and its implication for a training design in the Elementary Schools Division of the First District of Capiz. The Descriptive research method was employed in the study. There were 135 elementary school administrators in the first district of Capiz who were considered as participants of this study. Data gathered were analyzed through mean, standard deviation for descriptive analysis and for inferential analysis, Mann-Whitney U- test, Kruskal Wallis Test, and Spearman Rank Order Correlation Coefficient were employed. The result showed that the school administrators’ management are “Very Prepared” regardless of their sex, age, years of service as school administrator, educational attainment and specialization. The result showed that the School Administrators are “Very Supportive” towards Learners with Special Education Needs regardless of their sex, age, years of service as school administrator and educational attainment, and specialization. There is a significant difference between the school administrators’ management preparedness when grouped according to their educational attainment and specialization. The Management Preparedness of School Administrators is significantly related to their Support towards Learners with Special Education Needs. Likewise, the Support of School Administrators towards Learners with special education needs and their management preparedness is also significantly related. If school administrators, despite of their differences in age, sex, years of service as school administrator, and education attainment and specialization, have positive support towards learners with special education needs, then, they value all children and the quality education that their institution and subordinates in whatever their needs are, and interact and supervise with them accordingly. Even though school administrators have “Very Prepared” management and are supportive towards learners with special education needs, there would have still a continuous training due to changes in administration, and the young administrators’ pint-sized knowledge about learners with special needs. These would encourage better support and management preparedness.
Keyword's -Management and Support towards Inclusive Education; School Administrators on Students with Special Education Needs; Management Preparedness of School Administrators; Training Design for Students with Special Education Needs