Teachers’ Level of Knowledge and Attitude, Stressors and Coping Mechanisms In Handling Learners’ With Learning Difficulties

ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (211-232), Month: January - March 2022, Available at: www.researchpublish.com
Page | 211
Research Publish Journals
Teachers’ Level of Knowledge and Attitude,
Stressors and Coping Mechanisms In Handling
Learners’ With Learning Difficulties
Maribel L. Alegarbes1
Master Teacher, Carcar Central National High School, Carcar City Division, Philippines
maribel.alegarbes@deped.gov.ph
Abstract: This research aimed to determine the teachers’ level of knowledge and attitude, stressors and coping
mechanisms in handling learners with learning difficulties at Carcar City Division, Carcar City, Cebu for the
school year 2019 - 2020. The twenty (20) respondents were selected using universal sampling technique. Survey
and interview questionnaires were utilized to obtain the desired results of the study. Weighted mean, percentage,
Chi – square Test of Independence, Pearson r and Colaizzi’s Method of Analysis were used in analyzing the data.
Findings revealed that the teachers are moderately knowledgeable in handling learners with learning difficulties
mainstreamed in an inclusive classroom setting. Moreover, teachers in Carcar City Division strongly support the
integration of learners with learning difficulties in an inclusive classroom setting as shown in their positive attitude
in handling these types of learners. Additionally, the teachers considered high extent of usefulness in utilizing
various cognitive, social, emotional, physical and spiritual coping mechanisms to combat stressors while handling
learners with learning difficulties. There is a positive significant correlation between teacher’s level of knowledge,
attitude and usage of coping mechanisms to their years of experience and highest educational attainment.
Knowledge is also positively correlated to their level of attitude and usage of coping mechanisms. The stressors
encountered by the teachers in handling learners with learning difficulties in an inclusive classroom are
administrative concerns and support, parental issues and behavioral issues of learners with learning difficulties
integrated with the regular students. Hence, the teachers of Carcar City Division handling learners with learning
difficulties have observed a range of stressors that could have a tremendous effect to the teaching effectiveness.
Keywords: Special Education, teachers’ level of knowledge and attitude, learners with difficulties, mixed method,
Carcar City.
I. INTRODUCTION
Teaching is indeed a noble profession. It caters different learners with different needs. For the past decades, challenges
arise in the education arena because of the major shift from separating the learners with special needs in the regular
classroom to integrating them with the regular ones (Sanchez, 2019). This challenges the inclusive education teachers
handling learners with learning difficulties in the regular classroom setting. Cooc (2019) cited that although there are
increasing opportunities for students with special needs but teachers face inevitable challenges working with this student
population.
The Department of Education (DepEd) is mandating the teachers and administrators to protect the rights of the Filipinos
to quality education at all levels and making education accessible at all as reflected in the DepEd’s mission and vision.
Learners with special needs and interests are given the privileges and opportunities to learn and acquire new skills in order
to survive. However, problems arise when these learners with varied special needs are included in the regular classroom
setting and therefore, teachers adjust to myriad learning conditions to reach their optimum potentials. This does not
exempt the teachers in the Department of Education especially in the secondary schools where only few teachers have
proper training on how to handle learners with learning difficulties.

Page | 212
In the study of Schwartz, Hopkins & Stiefel (2021), school – aged children with learning disabilities.’ Academic
performance remain extremely low compared to general education students. This situation alarms the authorities to take
initiatives on how to resolve this dilemma and this requires serious attention. Therefore, it is essential to define “learning
disability”.
According to Marks (2021), learning disability is defined as disorder characterized by difficulty in accomplish certain
normal tasks such as reading, writing and the like. The disorder may manifest itself into the slow development in
listening, speaking, reading and spelling even doing mathematical calculations. Learners with these manifestations are
included in the regular classroom setting and this adds to the stressors of the teachers.
One of the most common challenges also of the teachers in an inclusive education curriculum is to handle children with
learning difficulties knowing that the regular learners have also varied interests and demands. Their performances in
English, Mathematics and other areas do not meet the learning standards at their age ranges. Cognitive abilities are closely
linked to successful learning. This problem comes along with the difficulty of the teachers in handling them especially if
they lack knowledge, skills and attitude on special education. Mader (2017) in his research article also coined that the
need for teachers to be equipped with knowledge and ability to teach special students is more critical than ever before.
However, only few training programs are given to prepare teachers in handling learners with special educational needs.
Learners with learning difficulties mostly have problems on reading, math, written expression, communication disorders
and auditory perception. This frequently results to drop – outs, lack of interest in school and fall into antisocial behaviors.
This adds to the challenges of the teachers in the regular classroom and contributes to their stressors both in work and
personal stamina. Teachers with no special education background found out to be stressed and burnt out because they
don’t have proper training on how to handle learners with learning difficulties and how to provide interventions to let
these learners cope up with the lessons.
In the study of Amstad & Muller (2020), stress experienced by teachers are also attributed to students’ behavioral
problems of learners with special needs. This is often caused by work stressors such as lack of support from the
administration, school demands and workloads, relationships with other people around them and the like. This may imply
that regular teachers handling learners with difficult learning circumstance get stressed and burned out because of the
additional workloads (Sanchez, 2019).
In the Philippines, teachers still doubt their capacities to teach in an inclusive education classroom with learners with
learning cognitive factors (Muega, 2019). Common learning difficulties of the learners include dyscalculia, slow in
reading and spelling and very low performance in academics. Many public schools whether in rural or urban areas remain
to be ill-equipped with resources for the learners with various special needs. Teachers are willing to handle these kinds of
learners but are not equipped with the necessary knowledge and skills to handle learners with disabilities. The same
problem is faced by the teachers of Carcar City division handling learners with learning difficulties in an inclusive
classroom setting. These learners need proper assessment, varied teaching approaches and wide understanding. Some of
the learners came from inclusive education and now mainstreamed in the general classroom setting. This situation doubles
the stress of the teachers because teaching children with difficulties need more than one lesson planning and preparations
to meet their learning demands and needs. Based on the discussion of the administrators during School Measurement,
Evaluation and Adjustment (SMEA), secondary teachers complain on the presence of learners with learning difficulties
inside the classroom. The reading performance and Mathematics achievement are one of the challenges of the secondary
teachers handling learners with learning difficulties. These foundation subjects should be laid during the elementary years
and yet, learners are not yet able to read, comprehend and even solve basic calculations.
With this, the researcher determined the teachers’ level of knowledge and attitude, stressors and coping mechanisms in
handling learners with learning difficulties at Carcar City division, Carcar City, Cebu for the school year 2019 – 2020.
II. METHODOLOGY
This study made use of mixed method type of research employing qualitative and quantitative data techniques. This was
used for the purpose of accumulating complete and breadth understanding and corroboration of a certain phenomenon.
Additionally, in gathering data on teachers’ level of knowledge, attitude, stressors and coping mechanisms in handling
learners with learning difficulties, an adapted research instrument will be consumed employing quantitative means of

Page | 213
presenting and analyzing of data. Survey questionnaires were administered to monitor and evaluate the researches done in
Carcar City Division.
This research followed the Input - Process - Output (IPO) continuum which will serve as structure and map for the
direction of this study.The Inputs are the demographic profile of the teacher - respondents as to educational attainment,
number of years of teaching, relevant trainings and number of learners with learning difficulties. These inputs were
obtained through survey questionnaires. These data of their profile were correlated to their level of knowledge, attitude,
and coping mechanisms of the teachers in handling learners with learning difficulties. This is to determine if their selected
socio - demographic profile affects their level of knowledge, attitude and coping mechanisms. An interview questionnaire
was used to determine the stressors encountered by the teachers.
The process of this study includes the seeking of permission from higher authorities for the conduct of this research,
administration of the survey questionnaire, validating the data, presenting the data including its statistical treatments and
analysis and interpretation. Facilitation of the instrument was done by the researcher herself. The outputs of this study
include the research results, conclusion, recommendations and the proposed action plan. Assessment findings and
measures will be forwarded to the Schools Division Superintendent for possible policy implementation. The researcher
will also make an action plan for the teachers handling learners with learning difficulties.
This study was done in the City of Carcar, province of Cebu. It is located in the southern part of Cebu province with 15
barangays. It is bounded on the North by the Municipality of San Fernando; on the South by the Municipality of Sibonga;
on the West by Municipality of Barili; and on the East by Bohol Strait.
This research was conducted in the three (3) High Schools in Carcar City Division namely; Carcar Central National High
School (CCNHS), Gelacio C. Babao Memorial National High School (GCBMNHS), and Roberto E. Sato Memorial
National High School (RESMNHS). These school integrated learners with learning difficulties in the classrooms with the
regular learners.
Among the three schools, Roberto E. Sato Memorial National High School, is situated in a pinnacle part approximately 9
- 10 kilometers from Carcar City. It is a medium school with around 500 learners and 24 teachers. The main livelihood of
the parents is farming. On the other hand, Gelacio C. Babao Memorial National High School (MNMNHS) is about two
(2) kilometers from the highway. It is considered as a big school with population of over 1,500 learners with more or less
50 teachers. Meanwhile, Carcar Central National High School (CCNHS) is the nearest school among the three (3) schools
in the rural community. The school’s location is at the Carcar City proper where there is easy access to shopping malls,
internet connection and others. It is also considered as a big school with more or less 2,000 learners and more than 80
teachers.
To determine the focus of this study, universal sampling was utilized following two criteria. The first criterion was the
teacher-respondent must handle learners with learning difficulties integrated in an inclusive classroom setting. The second
criterion, the said teacher is handling learners with Learning difficulties in Carcar City division as recognized by the
division administrators. The number of respondents was selected using universal sampling technique. There will be
twenty (20) respondents who are handling learners with learning difficulties in the three schools in Carcar City division.
The instrument of this study is a survey questionnaire which consists of four parts. Part I is the profile of the respondents
based on their number of years in teaching, educational attainment and number of learners handled with learning
difficulties. This determined the background of the respondents. Part II of the research instrument contains statements that
will determine the teachers’ knowledge on handling learners with learning difficulties. There are twenty (20) indicators in
which the respondents are given the scale of 1 (Less Knowledgeable) to 4 (Highly Knowledgeable). These indicators will
measure on how the teachers handle these types of learners based on their academic background and prior know - how.
Part III of the research tool determined the level of attitudes of the teachers in handling learners with learning difficulties.
There are fifteen (15) indicators in this section. The last part of the instrument sought to identify the coping mechanisms
of the teachers handling learners with learning difficulties in a general classroom setting. Among the coping resources
identified are cognitive, social, emotional, physical and philosophical/spiritual.

Page | 214
The questionnaires were adapted from Cassie Glidewell on the Teachers’ Knowledge on how to handle learners with LD,
Soren Sanchez on the coping mechanisms of teachers handling these types of learners. The tool is a four - point Likert
scale which describes the knowledge, attitude and coping mechanisms of teachers at varied levels.
Meanwhile, the stressors of the teachers in handling learners with learning difficulties were identified using an interview
questionnaire consisting of five (5) questions.
The researcher submitted a letter to the Schools Division Superintendent of Carcar City, Dr. Ronald G. Gutay, asking
permission to conduct this study. Upon approval of the letter, the researcher purposively chose the participants of this
study. They are teachers handling learners with learning difficulties as reflected in their class records, assessment tools
and anecdotal records. The teacher - participants were given an informed consent to analyze the nature and target of the
study. After the participant’s approval, the questionnaire was given to the respondents and asked them to answer it given
an ample time. Since the gathering of the data falls on COVID - 19 pandemic crisis situation, the researcher utilized
varied forms of social media including facebook, messenger, gmail, yahoo mails and others to gather accurate data from
the respondents.
After gathering the necessary data, they were collated, tabulated, and interpreted to reach a conclusion on the level of
knowledge, attitude, stress and coping mechanisms of the teachers handling learners with learning difficulties.
3. RESULTS AND DISCUSSION
Respondents’ Profile
The demographic profile of the teachers handling learners with learning difficulties are based on their educational
attainment, number of years in teaching, relevant trainings and seminars attended and number of learners with learning
difficulties in an inclusive setting. This is discussed in separate table.
Educational Attainment. This includes the highest educational attainment of the teachers whether they are only
graduates of their bachelor’s degree or pursue their post-graduate studies for personal and professional development. The
result is presented in Table 1.
Table 1: Educational Attainment
Highest Educational Attainment Frequency Percent (%)
College Graduate 4 20
With Master’s Units 12 60
Master’s Degree Holders 4 20
Total 20 100
Table 1 presents the highest educational attainment of teachers handling students with learning difficulty. The results
show that majority of the teachers have units in their master’s degree program while there are only twenty percent who
are only graduates of their Bachelors’ degree programs and still twenty percent who are graduates of their respective
master’s degree courses. However, there are no teachers who did pursue any doctoral degree.
The results mean that majority of the teachers handling students with learning difficulties pursued graduate studies to
improve their knowledge, skills and perceptions in handling students of varied levels and interests. The table also displays
that there are already graduates of the different master’s degree programs in the different universities in Cebu. On the
other hand, none of the teacher respondents have enrolled in doctoral degree program. Furthermore, there are still teachers
who did not enroll yet in any master’s degree program after graduating from their undergraduate studies.
The findings implies that majority of the teachers manifested their desire to finish or continue professional growth as
needed in their day to day encounter with the learners. Though only 20 per cent of them had graduated their master’s
degree, this means that in due time they will also proceed to their post-graduate studies. The 20 per cent who has not
started their master’s degree needs to be motivated by the administration to pursue their further studies and gain strategies,
enhance capabilities and update new trends in education.
The results are in consonance with the study of Francis (2004) that teachers need more professional development
programs to further suggest ways on how to handle learners with learning difficulties. Furthermore, this also gives them

Page | 215
background and understanding of the academic achievement and behavior of the students with learning difficulties
mainstreamed in the regular classroom setting.
Number of Years in Teaching. The number of years in teaching learners with or without learning disabilities is gathered
and summarized below. The result is presented in Table 2.
Table 2: Number of Years in Teaching
Length of Service Frequency Percent (%)
1 - 5 8 40
6 -10 6 30
11- 15 1 5
16 - 20 1 5
21 - 25 4 20
Total 20 100
The number of years of teaching of the teachers enables them to become stronger and wiser in the teaching profession.
Table 3 presents the length of service of the teachers in teaching both private and public-school students. The results show
that most of the teachers handling learners with learning difficulties have one (1) to five (5) years teaching experience.
This corresponds to forty percent (40%) of the total sample. This is followed by teachers with six (6) to ten (10) years in
the profession which corresponds to thirty percent (30%) of the total respondents. Moreover, the results indicate that there
are only few teachers handling students with learning difficulties who have eleven (11) to twenty (20) years of experience.
The results suggest that most of the novice teachers or new in the teaching industry handle students with learning
difficulties in an inclusive classroom. Normally, teachers encounter a lot of adjustment periods during their first years of
teaching. Additionally, the results further means that some of the teachers handling students with learning difficulties are
experienced enough in teaching students across levels and learning styles as they have already rendered more than ten
years in surpassing all the challenges in the teaching profession.
This implies that teachers who handle learners with learning difficulty in Carcar City Division come from different ranges
in terms of their teaching experience. While majority of these teachers are beginners in the profession, they are already
exposed to the challenges of handling normal and with learning conditions mainstreamed in the regular classroom setting.
Moreover, the results imply that they really need assistance from the administration and peers whether technical or
managerial as it contributes to the stressors felt by teachers during adjustment years. On the other hand, the findings also
suggest that some of the teachers in Carcar City Division who handle learners with learning difficulties are experienced
already and have been exposed to various policies, agenda and programs of the Department of Education towards
inclusive education.
The results affirm to the study of Busch (2020) that teachers in their first year of teaching learners with learning
difficulties are faced with multiple challenges and sometimes these affected with their self - efficacy in teaching. Factors
that are considered to affect the attrition rate of beginning teachers in teaching students with learning disabilities are role
ambiguity, support system, school climate, administrative support, teacher preparations and student characteristics.
Relevant Trainings/Seminars Attended. The data on the relevant trainings and seminars attended by the teachers
handling learners with learning difficulties were gathered to determine further its relatedness to the knowledge and
attitude of teachers in handling these kinds of students. The data are presented in Table 3.
Table 3: Relevant Trainings/Seminars Attended
Relevant Trainings/Seminars Attended Frequency Percent (%)
Special Education Trainings
With Training 7 35
Without Training 13 65
In-service Trainings
With Training 20 100
Without Training 0 0

Page | 216
The training of teachers in handling students under difficulty learning circumstances is important. Table 3 reveals the
trainings received by the teachers handling students with learning difficulties. The results show that only 7 or 35% of the
total samples received trainings in special education while the remaining 65% did not received appropriate
trainings/seminars in special education. On the other hand, one hundred percent (100%) of the teacher- respondents
attended in - service trainings related to teaching and learning students in a general classroom setting. All of the
aforementioned trainings are conducted in the division level.
The results mean that the teachers in Carcar City Division handling learnsers with learning difficulties are provided with
relevant trainings in education during in-service activities. Usually, in-service activities are given during semestral breaks
and summer vacation. These are trainings conducted by the division per specific discipline. Thus, teachers in the general
classroom settings are trained on how to improve their specific crafts and only few are trained in handling students with
learning difficulties. Meanwhile, there are only few teachers handling learners with learning difficulties mainstreamed in
the regular classrooms are trained in special - education related trainings and seminars. This means that inclusive
education teachers are not well - equipped with the necessary knowledge and skills on how to deal learners under difficult
conditions.
These imply that majority of the teachers in Carcar City Division handling learners with learning difficulties in an
inclusive classroom are not given proper trainings in special education or related trainings that would equip them on how
to deal these students. While these teachers are faced with various challenges and difficulties in handling inclusive
education students of various difficulties with the regular students, it is but proper to give support and technical assistance
through learning action cell sessions or specific trainings in order for them to provide proper guidance to students under
difficult learning conditions. Furthermore, the results also imply that it is high time for Carcar City Division and other
divisions to conduct trainings to teachers handling inclusive education students to achieve higher academic performance
and address concerns in providing quality education to these students. Without trainings, teachers could not also assess
properly learners with learning difficulties and could not address their learning needs. These may add to their burdens as
teachers of regular students also.
The results are in consonance with the findings of Rudiyati, Pujaningsih & Mumpuniarti (2017) that teachers lack source
of special education adequate trainings in teaching students with special needs and these add to their anxiety and pressure
as teachers. Teacher’s perceptions on handling students with special learning needs will also be enhanced if proper
trainings are given.
Number of Learners with Learning Difficulties. Learners with special learning needs are integrated in the regular
classroom settings in the different schools in Carcar City Division. The number of learners with learning difficulties are
counted and the results are presented in Table 4.
Table 4: Number of Learners with Learning Difficulties
School Frequency Percent (%)
Gelacio C. Babao Memorial National High School 63 71
Roberto E. Sato Memorial National High School 15 17
Carcar Central National High School 11 12
Total 89 100
The number of learners with learning difficulties is determined in each school where the teachers handling these students
are stationed. They are identified based on the anecdotal records of the teachers, assessment tools, observation notes, class
records and some students who have their Persons With Disability identification cards.
The results show that out of the identified three schools catering learners with difficulties, Gelacio C. Babao Memorial
National High School got the highest number with 71% of the total number of learners followed by Roberto E. Sato
Memorial National High School with 17% and Carcar Central National High School with 11%. The results also reveal
that the number of learners with learning difficulties mainstreamed in the regular classrooms totals to eighty-nine (89)
among the schools identified handling learners with learning difficulties.
The results signify that there is a high number of learners with learning difficulties mainstreamed in Gelacio C. Babao
Memorial National High School. They are integrated in regular classroom across all grade levels. Gelacio C. Babao

Page | 217
Memorial National High School is a big school with population of more than 1,000 and offering Special Education
classes. Meanwhile, the results also mean that there is also an increasing number of learners with difficult learning needs
in medium school like Roberto E. Sato Memorial National High School with population of of 500. These learners are
mainstreamed in the regular classrooms from grade 7 to grade 10. However, Carcar Central National High School, a big
school, has the lowest number of learners with learning difficulties integrated in the regular classrooms based from the
data gathered.
The results connote that there is an increasing number of learners with learning difficulties mainstreamed in the different
schools in Carcar City division. This move is in support for Education for All to cater the rights of students with special
needs for quality and accessible education for all. The results also imply that learners with learning difficulties are
assessed and integrated to acquire knowledge, skills and attitude despite difficult learning conditions.
The results are consonance with the finding that learners with Special Educational Needs who are educated in regular
classrooms are taught using a modified curriculum that is specifically written according to their IEP goals and objectives.
(Cooc, 2019) in his study also found out that teachers were concerned because they are underequipped to meet these
students’ emotional, psychological, social or educational needs since they were not properly trained.
Level of Knowledge of Teachers Handling Students With Learning Difficulties
This refers to how knowledgeable the teachers are in handling learners with learning difficulties in an inclusive setting.
The results are presented in Table 5.
The table below shows the level of knowledge of teachers in handling learners with learning difficulties as to lesson
planning, preparations, technologies used to cater their learning needs and how they handle discussions with learners with
special needs and regular students in one classroom. The results reveal that the indicators “follow - up learners with
learning difficulties in class” and “give alternative assignments to them” got the highest weighted mean of 4.0 and
verbally interpreted as “Highly Knowledgeable”. This is also followed by the indicator “give assistive technology to the
learners with learning difficulties” with weighted mean of 3.89 and is still highly knowledgeable. However, the indicator
“give available learning materials” got the lowest weighted mean of 2.15 and is verbally described as “knowledgeable”.
The overall weighted mean on the level of knowledge of teachers handling learners with learning difficulties is 3.20 with
verbal interpretation of “Moderately Knowledgeable”.
Table 5: Level of Knowledge of Teachers
Indicators Weighted
Mean
Verbal
Interpretation
1. When I prepare a lesson plan, I consider the needs of learners with
learning difficulties in my class.
2.85 Moderately
Knowledgeable
2. When I teach I always consider the presence of learners with
learning difficulties in class.
2.95 Moderately
Knowledgeable
3. I encourage learners with learning difficulties to participate in co-
curricular activities.
2.95 Moderately
Knowledgeable
4. I give available materials to learners with learning difficulties to
make them perform equally with other students.
2.15 Knowledgeable
5. I receive adequate support from school administration when
learners with difficulties are enrolled in my class.
3.60 Highly
Knowledgeable
6. I devote more of my time to support learners with learning
difficulties.
3.00 Moderately
Knowledgeable
7. I closely follow-up the participation of learners with learning
difficulties in class.
4.00 Highly
Knowledgeable
8. I regularly assess learners with learning difficulties in my class. 3.30 Highly
Knowledgeable
9. I am sensitive to learners with learning difficulties while teaching in
my class.
3.55 Highly
Knowledgeable

Page | 218
10. I make writing assignments adaptable to learners with learning
difficulties.
3.50 Highly
Knowledgeable
11. I communicate openly with parents and concerned bodies about
the progress of learners with learning difficulties.
2.95 Moderately
Knowledgeable
12. I encourage cooperative/collaborative learning to make all students
support each other.
2.45 Knowledgeable
13. I consult special needs class teachers when I face a problem in
teaching learners with learning difficulties.
2.55 Moderately
Knowledgeable
14. I use multi -sensory approach while teaching learners with
learning difficulties.
2.75 Moderately
Knowledgeable
15. I use assistive technologies accessible to learners with learning
difficulties.
3.89 Highly
Knowledgeable
16. I use different concrete examples to facilitate the way learners with
learning difficulties understand the concept.
3.75 Highly
Knowledgeable
17. I pair learners with learning difficulties to mingle with the regular
students.
3.60 Highly
Knowledgeable
18. I use differentiated instruction in meeting the needs of learners
with learning difficulties.
3.00 Moderately
Knowledgeable
19. I prepare alternative assignments/ activities to make learners with
learning difficulties work better.
4.00 Highly
Knowledgeable
20. I allow learners with learning difficulties in class to reflect what
they have learned.
3.30 Highly
Knowledgeable
OVERALL WEIGHTED MEAN 3.20 Moderately
Knowledgeable
Legend: 1.00 – 1.75 - Less Knowledgeable (LK), 1.76 – 2.50 -Knowledgeable (K), 2.51 – 3.25 - More Knowledgeable
(MK), 3.26 – 4.00-Highly Knowledgeable (HK)
The results mean that the teachers are moderately learned to handle learners with learning difficulties mainstreamed in an
inclusive classroom setting. They monitor the student’s participation as they need close attention compared to other
students in the class. The teachers also give alternative school home works to these students under inclusive education to
cope up with the competencies required from their level. Moreover, the teachers are also more knowledgeable in
preparing lesson plans considering the varied learning needs of students with special needs. The results also show that the
teachers allow the students with learning difficulties to participate in various co - curricular and extra - curricular
activities in the school. This means that they are also taught on how to socialize other than learning basic concepts and
skills for survival.
Additionally, the results also reveal that the teachers are highly knowledgeable in using assistive technologies in meeting
the learning demands of the learners with special needs like televisions, computers, tablets and other devices that could
help the students learn despite difficult learning conditions. The teachers also use pairing technique to allow the learners
with special needs mingle with the regular students. This enables both the inclusive education student and the regular
student to learn from each other and appreciate each other.
On the other hand, the findings which revealed the lowest weighted mean of 2.15 which says “give available learning
materials” is an indication that the respondents do not have available learning materials during the survey. However, this
weakness was compensated by “giving alternative assignments” and giving “follow up to learners with learning
difficulties in class” as revealed to have the highest weighted mean.
The results imply that the teachers in Carcar City division handling learners with learning difficulties use varied teaching
methodologies and approaches in giving quality and accessible education to these students. This also connotes that the
teachers are not only focusing on achieving targets for the regular learners but also for the learners with special needs.
They are also given opportunities to participate in Deped’s programs like Sports. In fact, learners with learning difficulties
and with disabilities have special categories in many sports activities during Sports Meet in all levels. Furthermore, the
results signify that the teachers in Carcar City Division are also maximizing opportunities for learners with learning

Page | 219
difficulties to learn like giving assignments at home, use technologies to improve their motivation, use collaborative
learning and other strategies that could supplement the teaching and learning process.
Teachers handling Learners with Special Educational Needs mainstreamed in an inclusive classrooms were not fully
prepared to handle them (Walsh, 2018). Studies show that they still want to be trained on how to properly teach this type
of learners. Hence, they still want to have opportunities to create a successful inclusive classroom.The results suggest that
support systems were evident such as academic, physical, psychological and parental. Remedial lessons were done to help
learners with learning disabilities cope up with the necessary competencies and were supported with positive learning
environment.
Attitude of Teachers Handling Learners With Learning Difficulties
This refers to the responses of the inclusive education teachers and strategies that they employ in their classes in an
Inclusive classroom. The results are presented in Table 6.
Table 6: Level of Attitude of Teachers
Indicators Weighted
Mean
Verbal
Interpretation
1. I support the right of the learners with difficulties to learn in regular
classes with other students.
3.80 Strongly Agree
2. I am interested to support learners with learning difficulties in my
class.
3.75 Strongly Agree
3. It is a good practice to teach learners with difficulties in a general
classroom setting (classes).
3.35 Strongly Agree
4. I will be ready to support learners with learning difficulties if I get
proper training.
3.75 Strongly Agree
5. As a teacher I am comfortable to teach learners with learning
difficulties with regular students.
3.05 Agree
6. I am comfortable to support learners with learning difficulties when
the class is large.
2.40 Disagree
7. I appreciate learners with learning difficulties in my class as they
perform equally with others.
3.80 Strongly Agree
8. I am comfortable in assessing(evaluating) learners with learning
difficulties in regular classes.
3.05 Agree
9. I am sensitive to learners with learning difficulties while teaching in
my class.
3.50 Strongly Agree
10. I would welcome the learners with learning difficulties in my class. 3.55 Strongly Agree
11. I feel most comfortable using my usual teaching methods when
learners with learning difficulties are in my classroom.
2.85 Agree
12. I like to devote my time supporting learners with learning
difficulties out of class.
3.10 Agree
13. I like learners with learning difficulties to learn separately in
special class.
2.90 Agree
14. I want to teach learners with learning difficulties in general
classroom setting since it is more cost effective than special education.
3.20 Agree
15. I consider teaching learners with learning difficulties as a challenge
as it demands my time.
3.55 Strongly Agree
OVERALL WEIGHTED MEAN 3.28 Strongly Agree
Legend: 1.00 – 1.75 - Strongly Disagree (SD), 1.76 – 2.50 -Disagree (D), 2.51 – 3.25 - Agree (A), 3.26 – 4.00 -Strongly
Agree (SA)

Page | 220
The table presents the level of attitude of the inclusive education teachers towards inclusion of students with learning
difficulties. The results show that the indicator “supporting the right of the students with difficulties to learn in regular
classes with other students” got the highest weighted mean of 3.80 and is verbally interpreted as “Strongly Agree” while
the indicator “being comfortable to support students with learning difficulties when the class is large” got the lowest
weighted mean of 2.40 which is verbally described as “Disagree”. Hence, this gives an overall weighted mean of 3.28
with an interpretation of “Strongly Agree”.
The findings mean that the teachers strongly agree in supporting the right of learners with learning difficulties to quality
and accessible education through Inclusive education. This may provide challenges to the teachers but they strongly
support that children with learning difficulties get adequate training and opportunities equally with regular students. The
table also reveals that they are sensitive to the student’s situation inside the class which shows that teachers are learned in
handling their emotions. Furthermore, the teachers handling learners with learning difficulties in an inclusive education
agrees that they are already comfortable while having them in a regular classroom setting. They also devote time to let
students with special needs cope up with the needed lessons. The teachers also support the idea that learning in an
inclusive classroom setting is cost - effective than studying in special education classes. However, the teachers disagree
on including students with special educational needs to be integrated in large classes. This further means that teachers are
more comfortable when these students are mainstreamed in small classes so that they can monitor them, give proper
remediations and would not add to the burdens of the teachers.
The results imply that the teachers in Carcar City division strongly supports the integration of learners with learning
difficulties in an inclusive classroom setting. They have positive attitude towards handling these types of students with the
regular ones. This also connotes that though the number of learners with special learning needs increases in Carcar City
division, the teachers warmly welcome them in the regular classrooms. Students with learning difficulties also receive
proper interventions from the educators and this makes their learning more worthwhile despite disabilities and difficult
circumstances. On the other hand, the results also suggest that learners with special educational needs be integrated in
small class sizes to properly monitor them because they have special learning needs. In the public schools in Carcar City
division based on profile, one large size classroom could have 60 to 80 students. All have varied learning styles and
behavior and when learners with learning difficulties are mainstreamed in this type of classes, they will not be monitored
closely and be given enough attention.
The results verifies the findings of Kiliyayil (2011) who conducted a study on attitude of teachers, school heads, students
with hearing impairment and regular students and results showed that the respondents have different levels of attitude
towards Integrated Education Programme for the hearing impaired. Favorable attitude was shown in all dimensions
although there are indicators who got unfavorable response. They have varying responses and encountered varied
challenges in integrating students with disabilities in an inclusive classroom setting.
Coping Mechanisms of Teachers Handling Learners With Learning Difficulties
These refer to the ability of the teachers to maintain a positive sense of self-worth, positive outlook and optimism about
life in general while handling learners with learning difficulties in an inclusive classroom setting. They are categorized
into cognitive, social, emotional, spiritual and physical. The results are presented below.
Cognitive coping mechanisms. Table 7 manifests the data on the cognitive coping mechanisms of teachers.
Table 7: Cognitive Coping Mechanisms of Teachers
Indicators Weighted
Mean
Verbal
Interpretation
1. Try to look on the bright side of things 3.90 Extremely Useful
2. Develop other interest outside school 3.60 Extremely Useful
3. Think about how a person you know would handle a situation 3.70 Extremely Useful
4. Concentrate on what has to be done next 3.80 Extremely Useful
5. Assure yourself that things will get better 3.80 Extremely Useful
6. Cope with different solutions on difficult issues 3.68 Extremely Useful
7. Make a plan of action and follow it. 3.50 Extremely Useful
8. Don’ think it too much. 3.10 Highly useful

Page | 221
9. Enlist support of the other children 3.40 Extremely Useful
10. Try to get the child to a special classroom 2.50 Useful
OVERALL WEIGHTED MEAN 3.50 Extremely Useful
Legend: 1.00 – 1.75 - Somewhat Useful (SU), 1.76 – 2.50 -Useful (U), 2.51 – 3.25 - Highly useful (QU), 3.26 – 4.00 -
Extremely Useful (EU)
Teaching alone is a stressful career then the advent of including learners with learning difficulties in a general classroom
setting doubles the stress of the educators. The table shows that the teachers find the cognitive coping mechanisms
extremely useful in coping up with stressors of handling learners with special needs with a total weighted mean of 3.50.
The indicator “trying to look at the brighter side of things” got the highest weighted mean of 3.9 and is verbally
interpreted as “extremely useful” while the indicator “trying to send the child to a special classroom” got the lowest
weighted mean of 2.50. Other indicators show positive responses of extremely useful and highly useful in helping out the
teachers release their stress through cognitive - related activities.
The results signify that the teachers find it very useful to look at the brighter side of things amidst burdens in handling
learners with special needs in an inclusive classroom setting. This positive outlook enables them to assure that the
stressors that they are feeling will pass through. They also develop interest outside school to combat stress, plan things out
and assess on how they can improve themselves better. As respondent 2 recounted,
“Ni enroll ko sa ako Masteral para ma improve ako skills unsaun pagdala aning mga bataa ug ang ako sang pagtan-
aw nila”.
(“I really enrolled in my Master’s degree program to further improve my skills and attitude towards handling
students”.)
This statement connotes that teachers try to improve themselves personally and professionally to grow in teaching and in
building skills. They pursue their interests outside school to gain more positive outlook in life and in teaching. However,
the results suggest that the teachers only find “getting a child into special classroom” useful. This supports the idea that
public high schools have limited classrooms and learners with special needs integrated in an inclusive classroom are have
limited opportunities to be isolated in a special classroom. They are usually taught in regular classrooms together with
their classmates. The teachers only follow up their participation and performance through varied approaches but not
getting them in special classes.
Hence, the results imply that teachers in Carcar City Division handling learners with learning difficulties in an inclusive
classroom are using different coping mechanisms to improve their cognitive abilities and to cope up with stressors in
teaching students with special educational needs. The teachers maintain a positive self – worth amidst challenges in this
profession. They also plan on how could they improve themselves and how to handle learners with special needs
effectively. It is a general idea that teachers are bombarded with a lot of subject preparations, school reports, DepEd’s
programs and policies henceforth, teachers must handle stress properly through conditioning their minds positively.
These findings affirm the study of Kebbi & Al - Hroub (2018) that teachers cope up stress due to heavy workloads in
handling learners with learning disabilities through taking courses or workshops to improve their skill. The administration
sent their teachers to workshops to update their knowledge and widen their understanding with learners with special
needs.
Social coping mechanisms. The findings on the social coping mechanisms of teacher respondents are manifested in
Table 8.
Table 8: Social Coping Mechanisms of Teachers
Indicators Weighted
Mean
Verbal
Interpretation
1. Discuss your situation with your school head 3.58 Extremely Useful
2. Discuss the situation to the child’s parents 4.00 Extremely Useful
3. Seek help from teachers 4.00 Extremely Useful
4. Seek professional help for yourself 3.60 Extremely Useful

Page | 222
5. Ask a relative/friend for advice 3.30 Extremely Useful
6. Increase the support personnel to visit your class 3.00 Highly useful
7. Discuss situation with specialist 3.50 Extremely Useful
8. Discuss situation with colleagues 3.00 Highly useful
9. Keeping others from knowing how bad things really are 2.60 Highly useful
10. Discuss situation with the guidance counselor/designate 3.00 Highly useful
OVERALL WEIGHTED MEAN 3.40 Extremely Useful
Social coping mechanisms refer to the individual’s way of reducing stress through socialization and getting help from
other people around them. The table above reveals that the indicators “discuss the students case to parents” and “seek help
from teachers” got the highest weighted mean of perfect 4.0, extremely useful. Meanwhile, the indicator “keeping others
from knowing how bad things really are” got the lowest weighted average of 2.6 which is verbally interpreted as “Highly
useful”. This gives a total weighted mean of 3.40 and the teacher - respondents find the social cognitive coping
mechanisms extremely useful in coping up with stressors in handling students with learning difficulties.
This means that the teachers are using various social coping mechanisms to combat additional burdens and preparations in
handling learners with special educational needs. They discuss the cases of the learners with learning difficulties to the
parents/guardians of the students to help in supporting the child’s development in homes. The results also signify that the
teachers in Carcar City Division get help from other teachers in the school to ease their work while teaching both regular
students and learners with learning difficulties. They usually do it during lunch break and other vacant times to seek
assistance and listening ears to listen their experiences positive or negative to their co - teachers. Furthermore, they only
find highly useful in keeping others know how things went bad. This is maybe because they do not want other teachers to
absorb the negative energies from experiences of handling students with difficult learning needs. Additionally, the
teachers also find it extremely useful to discuss situations with administrators, friends, and professional experts to release
their tensions, feelings and significant experiences.
The results may imply that the teachers of Carcar City Division handling learners with learning difficulties in an inclusive
classroom setting use several social mechanisms to cope up with stressors. They talk with professional colleagues as a
strategy to reduce the stress effects to their physiological being. The results also emphasize the importance of sharing
one’s challenges with other people to alleviate their sense of positivity amidst challenges in handling learners with special
needs.
The results are in consonance with Kebbi & H-roub (2018) that teachers handling students with disabilities seek
alternative outlets like talking to co - workers, friends and family members as strategy to combat stress. They share their
emotions to lighten their loads in both teaching and personal life.
Emotional coping mechanisms. Table 9 reveals the emotional coping mechanisms of the teacher respondents.
Table 9: Emotional Coping Mechanisms of Teachers
Indicators Weighted
Mean
Verbal Interpretation
1. Write down your feelings 2.80 Highly useful
2. Share your feelings with children in class 2.10 Useful
3. Try to keep your feelings to yourself 1.60 Somewhat Useful
4. Hope that the situation will get better soon 3.70 Extremely Useful
5. Apply for sick or vacation leave 1.40 Somewhat Useful
OVERALL WEIGHTED MEAN 2.326 Useful
Emotional coping mechanism refers to stress resource of an individual by reducing stress through journaling and
reflective thinking. The table above presents the adaptive coping mechanisms of teachers to improve their emotional well
- being. The results reveal that the indicator “hoping the situation that will get better soon” got the highest weighted mean
of 3.7 which is also interpreted as extremely useful as perceived by the respondents. Writing down the teacher’s feelings
or journaling is found to be highly useful. Meanwhile, the indicator” apply for sick or vacation leave” got the lowest
weighted mean of 1.4 which is perceived by the teacher - respondents as only somewhat useful. The results also reveal

Page | 223
that “keeping their feelings to themselves” are somewhat useful but it got a lower weighted average of 1.6. This gives an
overall weighted mean of emotional coping mechanisms of 2.326 and is verbally interpreted as only useful.
The results signify that the teachers found the emotional coping resources useful in their day - to - day experiences in
handling learners with learning difficulties in an inclusive classroom. The results mean that the teachers are usually
consoling themselves that their challenges and difficulties will get better soon through journaling, sharing their feelings
with other people around them and reflective thinking on their current practices in teaching. However, the teachers seldom
apply for sick or vacation leave when burnt out from work. This follows the idea that teachers have limited leave
opportunities provided by the Department of Education. Absences incurred by the teachers may have a domino effect to
the performance of the teachers, school and their yearly performance rating as well. The administration also calls the
attention of teachers who frequently absent from work. Additionally, keeping their feelings also are seldom done by the
teachers. The previous result in social mechanisms supports this finding that teachers often share their feelings to their co
- workers, friends and family to express and lighten their burdens.
The results may imply that teachers in Carcar City Division handling learners with learning difficulties use varied
emotional coping resources to combat the different stressors encountered in their teaching experiences. They express
themselves through journaling, sharing thoughts with peers even getting help and through thinking positively. The
teachers also rarely use their leave credits to have a vacation away from workloads. This may imply that they are aware of
the effects of frequent absences from their classes. Learners with learning difficulties should also be well - facilitated by
the teachers because of their special needs, interests and demands.
To cope with these stressors, various coping mechanisms are also used by the teachers to solve current situations. They
actively find support from family, friends, co-workers, parents and changing pedagogical approaches (Skalvik, 2007).
Additionally, a positive outlook found out to have a significant help to teachers handling learners with special needs. How
much less the achievement of the child, appreciation of the effort exerted should also be given consideration to enhance
their motivation.
Physical coping mechanisms. Manifested in Table 10 is the physical coping mechanisms of the teacher respondents.
Table 10: Physical Coping Mechanisms of Teachers
Indicators Weighted
Mean
Verbal
Interpretation
1. Take some form of exercise 3.70 Extremely Useful
2. Spend leisure time with co-teachers in the beach or mall 2.20 Useful
3. Go to salon and beauty clinics 1.70 Somewhat Useful
OVERALL WEIGHTED MEAN 2.526 Highly useful
Table 10 reveals the physical coping mechanism of teachers handling learners with learning difficulties in an inclusive
classroom setting. The results show that the overall weighted mean is 2.526 which is interpreted as “Highly useful”.
Moreover, the indicator “taking some exercises” got the highest average of 3.7 followed by the indicator “spending leisure
time with co - teachers in the beach” with weighted mean of 2.2 (useful) and the indicator “going to salon/beauty clinic)
got the lowest weighted mean of 1.7 (somewhat useful).
The results indicate that the teachers also use various physical coping resources to relax and get away from stressors in
handling learners with learning difficulties. As perceived by the teacher - respondents, doing exercises by any means is
exceedingly useful in reducing stress and anxiety. They also find it useful to spend time with co - teachers in the beach or
malls. This further means that they do not often do this maybe because of time constraints, financial resources and too
much workloads. For most teachers, going to the beaches are often taken during summer breaks. Thus, the teachers
iterated that spending time with the teachers are only useful to cope up with the stressors in the teaching professions.
Additionally, the teachers handling learners with learning difficulties find it somewhat useful to go to salon and beauty
clinics to unwind. This finding supports the idea that the public-school teacher has a monthly gross income of at least
20,000 pesos every month. There are still deductions from this amount and this gives presumptions that teachers seldom
go to salons and beauty clinics to relieve stress and anxiety in teaching especially with difficult learning needs.

Page | 224
The results may imply that the public-school teachers still spent time to cope up with stressors encountered in handling
students with learning disabilities through physical coping mechanisms despite financial constraints and limited resources.
The still have time to go to salons, clinics, beaches and do recreational activities to take a break from the different
stressors in teaching learners with special needs. This is to help them manage stress that soon can affect teaching
effectiveness.
The results of Chen and Chong (2010) assert the findings of this study that teachers manage stress by relaxing, socializing
with friends, watching television and even do exercises to maintain a healthy level of stress in the body. This is also done
to improve teaching practice and express their emotions on their experiences with the difficulties encountered while
handling students with learning needs.
Spiritual Coping Mechanisms. Data on spiritual coping mechanisms is shown in Table 11.
Table 11: Spiritual Coping Mechanisms of Teachers
Indicators Weighted Mean Verbal Interpretation
1. Practice meditation 3.30 Extremely Useful
2. Seek religious support 3.10 Highly useful
3. Draw on past experiences 3.10 Highly useful
4. Maintain a sense of humor 3.70 Extremely Useful
5. Use medication/alcohol 1.30 Somewhat Useful
6. Seek transfer to other school 1.10 Somewhat Useful
7. Join religious organizations 3.00 Highly useful
OVERALL WEIGHTED MEAN 2.586 Highly useful
Stress is an external condition that affects our mind and body negatively. Thus, efficiency of teachers as well as their
behavior and values is affected with stress. Table 11 shows how teachers handling students with learning difficulties use
different spiritual or philosophical coping resources in managing levels of stress that could have adverse effects to the
teaching and learning process. The results reveal that the teacher - respondents find it extremely useful to maintain a sense
of humor and practice meditation with weighted means of 3.7 and 3.3 respectively. Other indicators are highly useful for
the teachers handling learners with learning difficulties to seek religious support, draw on past experiences, and join
religious affiliations to combat stressors in the teaching career. However, they find it least useful to use medication or
alcohol and seek transfer to other schools to maintain stress level.
The results mean that the teachers handling learners with learning difficulties in an inclusive classroom setting practice
varied spiritual coping acts to feel relax from the challenges in teaching learners with special needs. While teaching itself
is a stressful career, teachers in Carcar City Division still considers laughing or having sense of humor a good way to
relieve stress. Filipinos are fond of throwing jokes amidst difficulties. The teachers also join religious affiliations to stay
connected with God recognizing that a superior being exists and a source of strength for everything. However, the
teachers seldom use medicines and alcoholic beverages to feel relax. Seeking transfer also got the lowest weighted mean
because this opportunity is less likely possible to happen. The Department of Education has guidelines and considerations
before a teacher could transfer from one station to another. For most teachers, this move cannot be done easily when they
feel unsatisfied and exhausted with their teaching profession.
The results signify that special needs and general classroom teachers use several spiritual coping strategies to offset from
stress. These coping ways may improve the internal well - being of the teachers. When teachers suffer from too much
stress, this could affect their health status, mental wellness and teaching effectiveness. Teachers handling learners with
learning difficulties in Carcar City Division are bombarded with workloads, preparations and constant monitoring to both
regular and special students. When stress is well - managed by teachers, job satisfaction and high performance are
achieved. The teachers also consider the presence of Supreme Being that comforts a weak heart. As respondent 5 said,
“Usahay, kapuy gyud pero we just pray and have an open mind na musabut sa tanan tungud kay tawo pud sila ug hinimu
sa Guinoo.”
(“Sometimes, we feel exhausted and we just pray to have an open mind to understand everything and serving students
with special needs are God’s beautiful creations”.)

Page | 225
Kebbi & Al - Hroub (2018) also found out that teachers who have good interpersonal, social, psychological and well -
rounded minds enjoy better job satisfaction and strong commitment towards achieving career goals. Teachers who work
in a less stressful environment perform better than in a stressful environment.
Table 12: Summary of the Coping Mechanisms of Teachers
Coping Mechanism Weighted Mean Verbal Interpretation
Cognitive 3.50 Extremely Useful
Social 3.40 Extremely Useful
Emotional 2.326 Useful
Physical 2.526 Highly Useful
Spiritual 2.586 Highly Useful
Overall Weighted Mean 2.868 Highly Useful
Table 12 reveals the summary of the coping mechanism of teachers in handling the different stressors encountered while
teaching learners with learning difficulties. The results show that the overall weighted mean is 2.868 which is interpreted
as Highly Useful. This means that the teachers consider the different cognitive, social, emotional, physical and spiritual
coping strategies highly useful in dealing with learners with learning difficulties in the classrooms.
This implies that the teachers manage their stressors well using the varied coping resources. They develop their positivity
and well – being in order to cope up with the adversities encountered in teaching especially in dealing learners with
learning difficulties and of different levels in terms of their performances in the school. This also signifies that teachers in
Carcar City Division already know how to handle stressors in teaching using myriad of coping strategies.
The results agree to the findings of Sanchez (2019) that teachers use varied coping resources to combat stress in their
teaching career while also balancing their personal lives. Teaching learners with learning difficulties is really stressful and
this needs teachers to be resourceful and knowledgeable in handling varied stressors to effectively carry out their duties
and responsibilities as teachers.
Significant Relationships Between Teachers’ Demographic Profile and Some Identified Variables
Teachers’ knowledge on handling LSENs and their socio – demographic profiles were correlated in this study to
determine if the two variables have relationships.
Demographic Profile and Level of Knowledge
Significant relationship between the profile and level of knowledge of teachers handling learners with learning difficulties
was analyzed using Chi - square Test of Independence. The hypothesis was tested at 0.05 level of significance. This is
presented in Table 13.
Table 13: Demographic Profile and Level Of Knowledge
Demographic Profile
Knowledge
Decision Interpretation
p-value r-value Strength
Highest Educational
Attainment
0.018 0.38
Slightly
positive
Reject H0 Significant
Teaching Experience 0.000 0.41
Moderately
positive
Level of Significance = 0.05
The table above reveals the significant relationship between level of knowledge of teachers handling learners with
learning difficulties and the teachers’ highest educational attainment and teaching experience. The results show that there
is a positive significant correlation between teacher’s level of knowledge and highest educational attainment with p -
value of 0.018 lesser than the level of significance of 0.05. Meanwhile, with p - value of 0.000 lesser than the level of
significance of 0.05, there is a positive significant relationship between teacher’s knowledge and years of experience in
teaching.

Page | 226
This indicates that if a teacher’s educational attainment increases, his/her level of knowledge in handling learners with
learning difficulties in an inclusive classroom setting increases and vice - versa. Hence, teachers must pursue post -
graduate studies to improve its knowledge and skills in properly handling and teaching learners with special needs in the
classroom. Additionally, the positive relationship between level of knowledge and teacher’s years of experience in
teaching further means that a teacher’s experience has detrimental effect to how he/she handles learners with learning
difficulties. As one ages, he/she has more understanding of the situations around them and shows more compassion
towards other people because of the different challenges one encountered and surpassed.
With the data provided in the profile of the respondents that majority of the teachers handling learners with learning
difficulties have units in their Masteral Degree programs. This goes to show that the teachers in Carcar City Division
pursue higher studies to improve themselves personally and professionally. Handling students under difficult learning
circumstances entails a lot of hardships with the given workloads and burdens while also handling regular students. Post -
graduate studies may add additional theories, background knowledge and underlying principles in handling students with
special needs in the classroom. Moreover, the teaching experience is also related to the knowledge of the teachers. The
greater the number of years in teaching, the higher is their level of understanding on the principles of the behavior of
learners with learning difficulties inside the classroom and vice - versa.
The results are affirmative of the findings of Essa & El - Zeftawy (2015) that the challenge of full integration of children
with learning difficulties in the society can easily be attained when teachers possess better knowledge and skills that lead
them on handling these students properly.
Demographic Profile and Level of Attitude. Highest educational attainment of teachers handling learners with learning
difficulties and their years of experience were correlated to their level of attitude in handling learners with special needs.
The results are presented in Table 14.
Table 14: Demographic Profile and Level Of Attitude
Demographic Profile
Attitude
Highest Educational
Attainment
0.016 0.45
Moderately
positive
Moderately
positive
Table 14 shows the significant relationship between the profile and level of attitude of teachers handling learners with
learning difficulties. The results reveal that computed p - value between highest educational attainment and level of
attitude of teachers is 0.016 which is lesser than level of significance of 0.05 hence, significant. The correlation of value is
0.45 and interpreted as positively substantial correlated. The results mean that the educational attainment of teachers has
bearings on the attitude of teachers in handling learners with learning difficulties. This suggests that the higher is the level
of educational attainment of teachers, the more positive is their attitude in understanding and coping up with the
challenges in managing learners with special learning needs in an inclusive classroom. The more teachers pursue their
post - graduate studies and strive to improve themselves, the more positive is their attitude in facilitating learners with
difficulties in the classrooms.
In addition, between years of teaching experience of teachers and their level of attitude in embracing Inclusive Education,
the computed p - value of 0.000 is lesser than the level of significance of 0.05. This shows that there is a significant
relationship between the two aforementioned variables. With r - value of 0.521, this shows that there is a substantial
correlation between years of teaching experience and their attitude on managing students with learning difficulties.
The data mean that the longer the years rendered by the teacher in the teaching profession, the more positive is their
attitude in facilitating and understanding demands and interests of the teachers learners with special needs in an inclusive
classroom setting. This positive attitude over the years of teaching would influence on how the teacher would treat
students with learning difficulties in the classroom.

Page | 227
The results may imply that Carcar City Division teachers facilitating learners with special needs in the classroom have
favorable attitude in embracing difficulties of Inclusive Education and giving varied interventions to these learners
because of their years of teaching experience and high educational attainment. This further suggests that teachers with
longer years in teaching should handle learners with learning difficulties because they already understand the nature of
inclusive education and how to properly manage various stressors in handling both regular students and students with
special needs. Furthermore, the data also signify that the school heads and other administrators should encourage teachers
to study post - graduate programs to widen their understanding and broaden their knowledge on how to properly handle
learners with learning difficulties.
The findings of this study disagree on the results of Emam and Mohamed (2011) that teachers’ years of experience is not
significantly related to their level of attitude towards inclusion. Teachers with more years of experience show less positive
attitude than those who have few years of experience.
Demographic Profile and Level of Usage of Coping Mechanisms. Highest educational attainment of teachers handling
learners with learning difficulties and their years of experience were correlated to their level of usage of the different
cognitive, social, physical, emotional and spiritual coping mechanisms to combat the different stressors in handling
students with special needs. The results are presented in Table 15.
Table 15: Demographic Profile and Coping Mechanisms
Demographic Profile
Coping Mechanism
Highest Educational Attainment 0.020 0.48
Moderately
positive
Moderately
positive
Table 15 shows the significant relationship between socio - demographic profile and coping mechanisms of the teachers
on how they handle the different stressors in teaching learners with learning difficulties in an inclusive classroom. The
results reveal that between highest educational attainment and average coping mechanisms of teachers, the computed p -
value is 0.020 lesser than alpha of 0.05, hence, significant. Likewise, the table shows that there is a significant relationship
between years of experience and coping mechanism with p - value of 0.000. Both have moderate/substantial positive
correlation.
The results mean that the higher the level of educational attainment and years of experience of the teachers, the higher is
their level of coping mechanisms. This suggests that a teacher handling student with learning difficulties must also pursue
post - graduate studies to study more about the different coping mechanisms on how to manage stress properly. This could
be physical, social, emotional, cognitive or spiritual means as coping resources. The longer their years of teaching and in
handling different attitudes and levels of students also widens their horizons on how to properly use varied coping
mechanisms to combat stressors in life and in teaching.
The findings may connote that teachers in Carcar City Division who handle learners with learning difficulties are
knowledgeable on how to appropriately use myriad of coping references to cope up with stress that soon may affect
teaching effectiveness and their well - being. This positive results on utilizing coping mechanisms may also be associated
to their dedication in pursuing their masteral degree programs and years of experience in teaching. Hence, teachers must
be encouraged to enroll post - graduate courses to understand more on how to handle learners with learning difficulties
and how to properly adapt Inclusive education in the educational arena. Teachers also with already teaching experience
may be chosen to handle students with special needs in an inclusive because of their experiences and they already adjust
to how Department of Education works in the system.
The results are in consonance with Kebbi & H-roub (2018) that teachers who enjoy attending courses and workshops can
easily cope with the effects of stress caused by too much demand and workload of handling learners with learning
difficulties. The authors also opined in their study to deploy experienced teachers especially with special education
background to help learners get adequate education under Special Needs Education system.

Page | 228
Knowledge, Level of Attitude and Coping Mechanisms. Teacher’s knowledge and attitude were correlated to how they
use the different coping mechanisms to combat stress in handling learners with learning difficulties in an inclusive
classroom setting. The results are presented in Table 16.
Table 16: Knowledge, Level of Attitude And Coping Mechanisms
Coping Mechanism
Knowledge 0.049 0.539
Moderately
positive
Level of Attitude 0.041 0.797
Highly
positive
Table 16 presents the correlation between teachers’ level of knowledge and attitude and their level of using varied coping
mechanisms to combat stressors in handling learners with learning difficulties. Between knowledge and level of
usefulness of coping resources, computed p - value is 0.049 which is lesser than the level of significance of 0.05, ergo,
significant. Its correlation value of 0.539 suggests that there is a moderately positive correlation between the two
variables. Meanwhile, between level of attitude of teachers handling learners with special needs and the level of
usefulness of coping mechanisms, the results also show that there is a significant relationship between the two variables.
Its correlation value is 0.797 which indicates a high positive correlation between attitude and level of usage of coping
resources.
The positive correlation between level of knowledge of teachers in handling learners with learning difficulties and their
level of usage of the varied coping mechanisms suggests that teachers with high level of knowledge have high level of
usage of the different coping resources whether cognitive, social, emotional, physical or spiritual. This indicates that they
have several options on how to release their stressors and relax from the burden of handling learners with learning
difficulties. Meanwhile, the positive correlation between level of attitude and level of usage of coping resources of
teachers means that teachers who have positive attitude in embracing inclusive education have high level of utilization of
coping resources to relieve their stress. The previous results revealed that the teachers do physical exercises, do
journaling, think positively, share experiences with colleagues and practice spiritual meditations to take a break from the
difficulties and challenges encountered in teaching learners with learning difficulties.
The results signify that teachers in Carcar City Division facilitating learners with learning difficulties coped up well with
the different stressors caused by too much workloads, challenges and difficulties encountered because of their sufficient
background in handling learners with special needs and their positive attitude in embracing the expectations and
challenges in providing quality and accessible education to the students with learning difficulties mainstreamed in an
inclusive learning environment.
The results affirm to Dapudong (2014) that teachers have favorable attitude towards Inclusive Education. Teachers foster
acceptance and understanding on the varied differences of the students. This positive attitude supports favorable
experiences of students in an inclusive classroom setting.
Stressors Experienced by Teachers Handling Learners With Learning Difficulties
Interviews were conducted to get the varying stressors of teachers handling learners with learning difficulties among the
research participants. The following shows the results of this study.
Stressors Experienced by Teachers Handling Learners with Learning Difficulties. Stressors refer to the Imbalance
between the demands encountered by the inclusive education teachers and his/her available resources to cope up with its
changing demands. Stressors of the teachers were identified through an interview questionnaire. The results are clustered
into themes:
Theme No. 1. Administrative Concerns
The participants identified some administrative issues and concerns towards the implementation of Inclusive Education in
the public schools of Carcar City division. These are related to allocation of funds, addition of workloads, inadequate

Page | 229
trainings and provision of technical assistance. The following are support feedback from the teachers handling learners
with learning difficulties:
Respondent 1 said, “Usa ka challenge ako na encounter kay support from the admin kay bisag training wla man ka
provide”.
(“One of the challenges that I have encountered is lack of support from the administration. I have not even attended a
training about learners with special needs.”)
Respondent 2 also supported this statement by saying“Seminars were only for selected teachers. I have also concerns on
provision of learning materials for students with learning difficulties in my classes. I have to make one for them and that’s
an additional burden”.
Respondent 7 also agreed that, “Ang admin kay wala kahatag ug technical assistance kay wla man sad sila kahibaw
gud”.
(“The administration does not provide technical assistance because they too don’t have the capacity”.)
These statements expressed by the participants signify that they lack support from the instructional leaders and division
personnel in equipping them with knowledge and skills on how to properly handle learners with learning difficulties in an
inclusive learning environment. It can also be deduced from the responses that they need relevant trainings in special
education to be confident and ease their difficulties in handling special students in the classrooms mainstreamed with
other regular students. Additionally, the administration must also be trained so that they can provide technical assistance
and learning materials to the teachers.
Respondent 7 remarked, “Naka attend ko ug training kausa unsaun pagdala aning mga studyanteha pero sa ako lang,
dili gyud enough kay lisud dad un sila”.
(“I attended a training once on handling students with disabilities but I think it is not enough for me to understand more
about the strategies in handling students with special needs”.)
This further implies that the teachers handling learners with learning difficulties seek support from the school leaders
because handling learners with special needs requires more attention and proper responses. Usually, students with
learning difficulties need additional time, focus and understanding because of their behavior, changing needs and
emotional unstability. They also need more trainings to equip them with the necessary attributes on how to handle these
types of learners.
The results are supported by Capella University (2013) that teachers lack support from the administrative authorities and
even have non - instructional responsibilities that burdened them with too much responsibilities.
Theme No. 2: Parental Issues
The participants expressed their concerns on dealing with the parents and how parents make follow - ups with their
children with learning difficulties at home. Among the concerns are barriers of communication, socio - economic
situation, unwillingness of the parents to cooperate with the school and not knowledgeable on how to deal with their
children with academic concerns. The following statements are support responses from the teacher - participants:
“The parents are supportive but they do not know how to handle their child at home and are less likely to make follow -
ups with school works”.
“They lack cooperation and interest since they are too busy with their business, work or other personal matters that they
don’t have time to guide their children at home”.
“Parents are denial of their child’s situation and it’s a big barrier for me because I can’t reach up to them.
“Parents lack support and only rely to the teachers. This problem should be addressed because teachers too have other
classes”.
It can be deduced from the above statements that teachers encountered stressors on how the parents take charge of their
children with learning difficulties in their academics. Learners with learning difficulties need constant follow - up and
attention because of their special needs. Parents at home must help teachers in developing the child’s knowledge and

Page | 230
skills for them to survive when they get older and choose their paths. The parents normally rely on teacher’s capability in
handling their children and this sometimes hinders the child in achieving their maximum potential.
The results signify that administrators of schools catering students with learning difficulties must constantly communicate
to their parents and conduct seminar - workshops on how they could monitor their children and help the school in the
delivery of quality and accessible education to these students with special needs. Furthermore, to help teachers cope with
the stressors in dealing with parental issues, administrators and school leaders must help them in reaching out with the
child’s parents to reduce their too much workloads in handling both regular and learners with learning difficulties.
The results are in consonance with the findings of Capella University (2013) that some parents of children with special
needs fail to provide them with adequate care. Disinterested parents also have less involvement with their child’s
education. They have negative attitude and often are denial with the child’s situation.
Theme No. 3: Behavioral Issues of Learners with Learning Difficulties
The participants expressed their issues on the varied behaviors of students with special needs in an inclusive learning
environment. Mostly, big schools offer Inclusive Education and students with learning difficulties are mainstreamed in
big class sizes. As Respondent 10 recounted,
“Another roadblock is when these kinds of students are not well - behaved. Oftentimes, they tend to cause trouble in the
class. Since they find it hard to understand the lesson, they poke their classmates and do side conversations to catch the
attention of the teacher”.
This shows that learners with learning difficulties contribute to the stressors of the teachers because of their inappropriate
behaviors in class. Learners with learning difficulties are defined with very low performance in academics and seek
immediate attention.
This also implies that they manifest uninterested behavior in class and this caused too much difficulty for teachers
handling students with special needs and regular classes. Hence, teachers must have reduced workloads to properly
monitor these types of students.
Among the stressors of the teachers in a regular classroom are irregular support from the student’s parents, behavioral
problems of the students and demands of the system from the teachers handling both regular and special students
(Sanchez, 2019). These factors are also correlated with lack of support from the administration which often leads to
teachers’ burnouts. This is just one of the most challenging jobs teachers have in a regular classroom with students with
learning difficulties.
4. CONCLUSION
The results evidently show that the teachers’ knowledge, attitude, and the use of Coping Mechanisms in managing
stressors play a vital role in the success of dealing learners with learning difficulty in an inclusive setting. They also
consider coping resources are highly significant in addressing the needs of learners with special educational needs.
5. RECOMMENDATIONS
Based on the conclusion derived from the findings, the following recommendations are given:
1. Specialized trainings in curriculum and instruction which includes the use of Strategic Intervention Materials (SIM)
and appropriate assessment strategies in Special Education may be done to the teachers handling learners with learning
difficulties to enhance their competencies on how to facilitate learners with special needs integrated in an inclusive
setting.
2. School and division administrators may conduct seminars and programs on the varied coping resources teachers,
knowledge enhancement and emotional stability awareness to help teachers cope up with the different stressors
encountered in teaching learners with learning difficulties.
3. Policies may also be crafted to improve the knowledge and attitude of Inclusive education teachers towards learners
with difficult learning needs.

Page | 231
4. Additional SPED center may also be constructed to help learners in mountainous areas avail the services of Special
Education.
5. This study also recommends for capacitating the teachers in making research – based interventions to properly address
the needs of the learners with learning difficulties.
REFERENCES
[1] Amstad, M., & Muller, C. (2020, January 22). Students' Problem Behaviors as Sources of Teacher Stress in Special
Needs Schools for Individuals With Intellectual Disabilities. Frontiers in Education.
[2] Brown, J. (2019, March 12). What Really Causes Special Education Teachers to Burn Out? Education Week.
[3] Busch,T.W. (2020). Teaching students with learning disabilities: Perceptions of a first - year teachers, all about
learning disabilities and adhd. LD Online, https://www.ldonline.org/article/5791/
[4] Chhabra,S. et.al. (2010). Inclusive education in Botswana: the perceptions of school teachers. Journal of Disability
Policy Studies, 20(4), 219 - 228
[5] Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for
teacher professional development. Elsevier, 27-41.
[6] Dapudong,R. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced
professional development program, International Journal of Learning and Development, 4(4)
[7] Department of Education. (2017, 17 November). Inclusion: Core principle of the k to 12 basic education program.
Quezon City, Philippines.
[8] Elbaum, B. E., Vaughn, S., Hughes, M. T., & Moody, S. W. (1999). Grouping practices and reading outcomes for
students with disabilities. Exceptional Children, 65, 399–415.
[9] Essa, H. A.-G., & El-Zeftawy, A. M. (2015). Teachers’ knowledge, attitudes and reported strategies to assess and
support students with learning difficulties. IOSR Journal of Nursing and Health Science (IOSR-JNHS), 79-92.
[10] Fuchs, D. & Vaughn, S. (2014). What is intensive instruction and why is it important? TEACHING Exceptional
Children, 46, 13–18
[11] Friedman, I. (2000). Burnout: shattered dreams of impeccable professional performance, Journal of Clinical
Psychology, 56, 595 - 606
[12] Hopkins, M.L. (2014). The sources of work stress and coping resources for high school teachers in the Gauteng
Province within different career stages
[13] Kebbi, M. & H-Roub, A. (2018). Stress and coping strategies used by special education and general classroom
teachers. International Journal of Special Education, Volume 33(1), 34 – 61
[14] Kumar, J. & Dev, S. (2015). Teacher’s perception towards integration of learning-disabled students into regular
classroom - a study in Dubai and Abu Dhabi schools. 2nd
Global Conference on Business and Social Sciences, 17 –
18
[15] Logsdon, A. (2020, July 15). How to Teach a Child With Learning Disabilities. Very Well Family.
[16] Marks, J. (2021, March 6). Medical Definition of Learning disability. MedicineNet.
[17] Mittelmark, M. B., & Bauer, G. F. (2016). The Handbook of Salutogenesis. NCBI.
[18] Muega, M. G. (2019, May). Inclusive education in the Philippines: Through the eyes of teachers, administrators, and
parents of children with special needs. ResearchGate, pp. 5-28.
[19] O'Connor, E., Yasik, A., & Horner, S. (2016). Insights in Learning Disabilities. SAGE Publications, 7-18.
[20] OSERO, P. O. (2016). Challenges Teachers Encounter In Implementing Inclusive Education In Public Primary
Schools in Kenya. International Journal for Innovation Education and Research.

Page | 232
[21] Rudiyati, S. et. al. (2017). Teachers’ knowledge and experience dealing with students with learning disabilities in
inclusive elementary school, Advances in Social Sciences, Education and Humanities Research, Volume 66, 272 -
278
[22] Sanchez, S. R. (2019). Lived Experiences of Inclusive Education Students with Intellectual Disabilities. Cebu City:
Cebu Normal University.
[23] Schwartz, A. E., Hopkins, B. G., & Stiefel, L. (2021). The Effects of Special Education on the Academic
Performance of Students with Learning Disabilities. Journal of Policy Analysis & Management, 480-520.
[24] Udgaonkar, S. R. (2018). Influence of Gender and Age of Teachers on Teaching: Students Perspective. International
Journal of Current Microbiology and Applied Sciences, 2436-2441.
[25] Vergou, M., et.al. (2018). Learning disabilities and disruptive behavior: Research of observing students in primary
school. International Journal of School and Cognitive Psychology,5(3)
[26] Walsh, M. (2018, May). Dominican University of California. Retrieved from Dominican Scholar:
https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01

Teachers’ Level of Knowledge and Attitude, Stressors and Coping Mechanisms In Handling Learners’ With Learning Difficulties

More Related Content

What's hot (20)

Similar to Teachers’ Level of Knowledge and Attitude, Stressors and Coping Mechanisms In Handling Learners’ With Learning Difficulties (20)

More from Research Publish Journals (Publisher) (20)

Recently uploaded (20)

Teachers’ Level of Knowledge and Attitude, Stressors and Coping Mechanisms In Handling Learners’ With Learning Difficulties