The Relationship between Strategies in Dealing with Disruptive Behavior and the Teachers’ Perception of Their Preparedness in Teaching Students with Special Needs

Abstract

Teacher preparedness and behavior management remain critical aspects of inclusive education, especially as educators respond to the growing diversity of learners in Philippine classrooms. This study examined the relationship between strategies used in managing disruptive behavior and teachers’ perception of their preparedness in teaching students with special needs. Employing a non-experimental descriptive-correlational design, the study involved 200 SPED and general education teachers from South Cotabato, selected through total enumeration sampling. Standardized instruments were used to assess levels of behavior management strategies—namely positive reinforcement, negative reinforcement, and punishment—and multiple dimensions of teacher preparedness. Descriptive statistics and Pearson correlation were utilized for data analysis. Results showed that both strategy used and perceived preparedness were at a moderate level. However, no significant relationship was found between the two variables, indicating that the application of behavior management strategies alone does not influence how prepared teachers feel in inclusive settings. These findings highlight the importance of comprehensive training and institutional support systems to strengthen teacher readiness and inclusive practices in diverse educational contexts.