Commitment Competence and Satisfaction of Special Education Teachers in Selected Public Schools in National Capital Region: Basis for a Proposed Training Program

This study determined the level of commitment, competence, and satisfaction of Special Education (SPED) teachers in selected public schools in the National Capital Region as a basis for a proposed training program. It specifically examined the teachers’ profile in terms of sex, teaching experience, educational attainment, and area of concentration; assessed their levels of teaching competence, commitment, and satisfaction; determined whether significant differences existed between male and female respondents; and evaluated the acceptability of the proposed intervention.

The study employed a descriptive research design and involved 105 Special Education teachers in the National Capital Region during the school year 2020–2021. Data were gathered using an adapted questionnaire covering the respondents’ profile and their perceived levels of commitment, competence, and satisfaction in teaching learners with special needs. Frequency, percentage, weighted mean, ranking, and t-test were used to analyze and interpret the data.

The findings showed that the respondents were predominantly female, comprising 80% of the sample. Overall teaching competence was rated as very competent, with a composite mean of 4.79, while social competence was also rated very competent with a mean of 4.64. Intellectual competence was rated competent, with a composite mean of 3.693, indicating an area for further professional development. The teachers’ level of commitment was assessed as moderately committed, with a mean of 3.62, while teaching satisfaction was rated very satisfactory, with a mean of 4.87. No significant differences were found between male and female respondents in teaching competence, social competence, intellectual competence, and teaching satisfaction. However, a significant difference was found in commitment, with female teachers demonstrating higher commitment levels.

Based on these findings, an Institutional Management Development and Training Program for Special Education Teachers was proposed to strengthen teachers’ commitment, competency, and passion through workshops, seminars, team-building activities, and professional development opportunities. The proposed intervention was generally well received by the respondents. The study concludes that while SPED teachers demonstrate strong competence and satisfaction, continued professional development is needed, particularly in areas of intellectual competence and professional commitment.