Behavior Management Practices and Challenges of Teachers of Learners with Disabilities: Basis for Intervention Measures
DOI:
https://doi.org/10.5281/zenodo.22291467Keywords:
behavior management, learners with disabilities, special needs education, positive behavior support, home-school collaboration, intervention measuresAbstract
This study assessed behavior management practices and the challenges encountered in supporting learners with disabilities, examined differences in the assessments of key stakeholder groups, determined the relationships between behavior management practices and identified challenge domains, and developed and assessed an intervention measure. A descriptive-correlational design was employed among 506 respondents from 20 public elementary schools in the Division of San Jose del Monte, comprising 15 school administrators, 4 guidance counselors/advocates, 37 SNED teachers, and 450 parents. A researcher-developed and validated questionnaire was administered, and data were analyzed using percentage, weighted mean, analysis of variance, Pearson product-moment correlation, and the t-test of significance of r at the .05 level. Behavior management practices were generally Always Practiced (overall composite mean = 4.44), with aggressive behavior receiving the highest composite assessment (M = 4.63) and emotional outbursts the lowest (M = 4.33), although still Always Practiced. Significant differences were found among the four respondent groups across all behavior-management areas, with pairwise differences occurring primarily between parents and school-based respondents. Behavioral challenges were generally Often Encountered (grand weighted mean = 4.13), with positive reinforcement (M = 4.36), classroom structure and routines (M = 4.24), parent-teacher communication (M = 4.23), and de-escalation techniques (M = 4.22) among the most pronounced concerns. Behavior management practices showed positive associations with preventive, intervention, and specialist-collaboration challenges, but none of these relationships was statistically significant. Based on the findings, PROJECT GABAY-UGALI, a three-year intervention for behavior adjustment, youth support, and unified guidance in special education, was developed. The proposed intervention measure was rated Highly Acceptable (overall composite mean = 4.58), supporting its use as a structured basis for strengthening behavior support and home-school collaboration.
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