Optimizing the Teaching Competencies of Special Education Teachers in Individualized Education Program (IEP) Implementation through Professional Development Programs

Abstract

This study investigates the effects of professional development on teaching competencies among Special Education teachers in selected schools in the Division of Cebu Province during School Year 2025-2026. Using a descriptive-correlational design, the research examined teacher demographics, professional development knowledge, effectiveness in implementing Individualized Education Programs, encountered challenges, and the relationship between professional development knowledge and teaching competence. Data collection was conducted through survey questionnaires distributed to educators across six participating institutions, with subsequent analysis performed using descriptive statistics and Pearson's correlation coefficient. The findings characterized the respondent group as predominantly female, within the 34-38 age range, possessing Master's degrees, specializing in General Special Education, maintaining over a decade of professional experience, and demonstrating consistent participation in division-level training programs. Teachers demonstrated high professional development knowledge and strong IEP implementation effectiveness, particularly in strategy adaptation. Identified challenges included restricted access to competency-focused training and inadequate support systems. The analysis demonstrated a statistically significant positive correlation between professional development knowledge and teaching competence, substantiating that increased knowledge directly enhances IEP implementation effectiveness. The study concludes that professional development programs substantially strengthen Special Education teachers' competencies and recommends implementing enhancement plans, sustaining professional development engagement, reinforcing administrative support, and conducting further research on long-term professional development outcomes.