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The Influence of Professional Development Training and Classroom Size on the Effectiveness of Teaching Practices in Inclusive Education

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  • Riza B. Sayman

    (Holy Cross of Davao College Davao City, 8000, Philippines)

  • Marian Gie S. Basoc

    (Holy Cross of Davao College Davao City, 8000, Philippines)

  • Roselyn M. Ricaforte

    (Holy Cross of Davao College Davao City, 8000, Philippines)

Abstract

The effectiveness of teaching practices is a critical factor in the success of inclusive education, as it directly impacts how well diverse learners are supported in the classroom. This study investigated the influence of professional development training and classroom size on teaching effectiveness in inclusive education settings. Using a quantitative correlational research design, the study involved 180 teachers from the Caraga North District in the Division of Davao Oriental, Philippines, all with at least one year of experience in inclusive education and selected through total enumeration sampling. Data were collected using a structured, expert-validated, and pilot-tested survey instrument. Descriptive statistics were used to summarize the data, Pearson correlation assessed the relationships among variables, and multiple regression analysis examined the individual and combined effects of professional development and classroom size. Results revealed a strong positive relationship between professional development training and teaching effectiveness, while classroom size showed a moderate yet significant impact, with larger class sizes negatively affecting teaching outcomes. These findings highlight the importance of ongoing teacher training and class size management in promoting effective instructional practices in inclusive classrooms. The study provides valuable insights for educators, school leaders, and policymakers in developing strategies that enhance the quality of inclusive education.

Suggested Citation

  • Riza B. Sayman & Marian Gie S. Basoc & Roselyn M. Ricaforte, 2025. "The Influence of Professional Development Training and Classroom Size on the Effectiveness of Teaching Practices in Inclusive Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 4601-4607, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:4601-4607
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    References listed on IDEAS

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    1. Bryan S. Graham & Geert Ridder & Petra Thiemann & Gema Zamarro, 2023. "Teacher-to-Classroom Assignment and Student Achievement," Journal of Business & Economic Statistics, Taylor & Francis Journals, vol. 41(4), pages 1328-1340, October.
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