Teachers’ self-efficacy and the academic performance of Learners with Special Educational Needs (LSENs): Basis for teachers’ training program

This study examined the level of kindergarten teachers’ self-efficacy in teaching Learners with Special Educational Needs (LSENs) in the Division of Butuan City in terms of managing learners’ behavior, assessing learners’ progress, and utilizing differentiated instruction. It also determined the academic performance of LSENs using the Early Childhood Care and Development (ECCD) Checklist, explored the relationship between teachers’ self-efficacy and LSENs’ academic performance, and identified challenges encountered by teachers. A mixed-method research design was employed using a validated self-efficacy questionnaire and semi-structured interviews. Quantitative data were analyzed using weighted mean and Spearman Rho correlation, while qualitative data were subjected to thematic analysis. Results showed high self-efficacy in behavior management and very high self-efficacy in assessment, but most LSENs performed at the needs improvement level. No significant relationship was found between teachers’ self-efficacy and LSENs’ academic performance. Teachers reported challenges related to limited training, diverse learning needs, and resource constraints. The study concludes that targeted interventions and professional development are needed to improve LSENs’ learning outcomes.