Behavioral Management Strategies of Special Needs Education Teachers

AUTHOR(S)

JULIE M. CAMPOLLO PRESLY DE VERA

ABSTRACT

— This study evaluated the effectiveness of behavioral management strategies employed by Special Needs Education (SNED) teachers, focusing on five key areas: setting rules, routines, positive reinforcement, relationship-building, and modeling. It also investigated whether teacher profile variables—such as age, gender, position, education, teaching experience, and training— affected the effectiveness of these strategies. Using a descriptive-correlational design, data were collected from 32 Special Needs Education (SNED) teachers in the Schools Division of Urdaneta City through a structured survey. Most respondents were female, aged 41–50, held Teacher III positions, had earned master’s units, had 11–15 years of teaching experience, and attended multiple relevant trainings. Overall, the teachers demonstrated a “Very Effective” level of behavioral management. Among the five domains, “setting rules” received the lowest rating, though still categorized as “Effective.” Teaching experience was found to have a significant influence on strategy effectiveness, while other profile variables did not show statistically significant differences. The study recommends continued professional development through higher education and specialized training. It also suggests strengthening classroom rule-setting strategies and enhancing collaboration with parents to better support learners with special education. These steps aim to sustain effective behavioral management and foster a positive, inclusive learning environment. Keywords — Behavioral Management Strategies of Special Needs Education (SNED) Teacher