Author

Cindy A. Tipdas
Cebu Technological University – Main Campus
Cebu City, Cebu Philippines
Email: aquinocindy248@gmail.com

Abstract

This study examined the extent to which teachers at Buanoy National High School were able to balance academic and behavioral demands in inclusive classrooms during the 2025–2026 school year, serving as the basis for a proposed Action Plan. It described the demographic characteristics of the respondents, including age, gender, educational attainment, years of teaching experience, and teaching position. The research assessed teachers’ self-perceived competence in managing academic responsibilities. It also evaluated their ability to manage behavioral demands. Additionally, the study investigated whether a significant relationship existed between competence in handling academic and behavioral responsibilities. Data were collected from 30 teacher-respondents using structured survey questionnaires and analyzed using descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, while Pearson’s correlation coefficient was applied to determine the relationship between academic and behavioral competence. Findings revealed that teachers demonstrated high competence in balancing academic demands, particularly in adapting lesson plans and adjusting pacing to meet learners’ needs. Competence in behavioral management was slightly lower, reflecting moderate confidence in applying consistent classroom management strategies and individualized interventions. The correlation analysis indicated no significant relationship between academic and behavioral competence, suggesting that proficiency in one domain did not necessarily predict strength in the other. These findings informed the development of an Action Plan aimed at enhancing teachers’ overall competence.

Keywords: special education, academic demands, behavioral management, teachers’ perceived competence, action plan, Buanoy National High School

DOI: http://doi.org/10.69651/PIJHSS0404632

Recommended citation:

Tipdas, C. A. (2025). Assessment of teachers’ perceived competence in balancing academic and behavioral demands in inclusive classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6886-6898. http://doi.org/10.69651/PIJHSS0404632

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